George A Dunaway1. 1. Department of Pharmacology, Southern Illinois University School of Medicine, P.O. Box 19629, Springfield, Illinois 62794, USA. gdunaway@siumed.edu
Abstract
BACKGROUND: Team-learning experiences within a large group setting have a variety of educational applications. DESCRIPTION: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated. EVALUATION: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students. CONCLUSION: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.
BACKGROUND: Team-learning experiences within a large group setting have a variety of educational applications. DESCRIPTION: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated. EVALUATION: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students. CONCLUSION: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.
Authors: Tracy R Frame; Stephanie M Cailor; Rebecca J Gryka; Aleda M Chen; Mary E Kiersma; Lorin Sheppard Journal: Am J Pharm Educ Date: 2015-05-25 Impact factor: 2.047
Authors: Annette Burgess; Jane Bleasel; Inam Haq; Chris Roberts; Roger Garsia; Tomas Robertson; Craig Mellis Journal: BMC Med Educ Date: 2017-12-08 Impact factor: 2.463