Danielle M Miller1, Karen Khalil2, Olivia Iskaros3, Jenny A Van Amburgh4. 1. Northeastern University - Bouve College of Health Sciences, School of Pharmacy, 360 Huntington Avenue, R218TF, Boston, MA 02115, United States. Electronic address: dani.miller@northeastern.edu. 2. Lahey Hospital and Medical Center, 41 Mall Road, Burlington, MA 01805, United States. Electronic address: karenannkhalil@gmail.com. 3. Northeastern University - Bouve College of Health Sciences, School of Pharmacy, 360 Huntington Avenue, R218TF, Boston, MA 02115, United States. Electronic address: iskaros.o@husky.neu.edu. 4. Northeastern University - Bouve College of Health Sciences, School of Pharmacy, 360 Huntington Avenue, R218TF, Boston, MA 02115, United States. Electronic address: j.vanamburgh@northeastern.edu.
Abstract
BACKGROUND AND PURPOSE: Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. EDUCATIONAL ACTIVITY AND SETTING: Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. FINDINGS: There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). DISCUSSION: Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. SUMMARY: Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team.
BACKGROUND AND PURPOSE: Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. EDUCATIONAL ACTIVITY AND SETTING: Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. FINDINGS: There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). DISCUSSION: Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. SUMMARY: Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team.
Authors: Kristin K Janke; Robert A Bechtol; Stephanie James; Gardner Lepp; Rebecca Moote; Peter Clapp Journal: Am J Pharm Educ Date: 2019-11 Impact factor: 2.047