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Using team-based learning to teach pharmacology to second year medical students improves student performance
Nathalie K Zgheib1, Joseph A Simaan, Ramzi Sabra
1Department of Pharmacology and Therapeutics, American University of Beirut, Faculty of Medicine, Beirut, Lebanon.
Medical Teacher
|February 19, 2010
Summary
Team-based learning (TBL) improved medical student performance in pharmacology, especially in pharmacokinetics/pharmacodynamics. This active learning strategy shows promise for healthcare education when exercises are appropriately challenging.
Area of Science:
- Medical Education
- Pharmacology Education
- Active Learning Strategies
Background:
- Team-based learning (TBL) is an active learning method shown to enhance student performance in healthcare education.
- Its effectiveness in pharmacology courses for medical students requires further investigation.
Purpose of the Study:
- To evaluate the impact of a modified Team-based learning approach on second-year medical students' satisfaction and academic performance in pharmacology.
- To identify optimal difficulty levels for TBL exercises in pharmacology.
Main Methods:
- A modified TBL method was implemented in two pharmacology case-based sessions: drug metabolism/pharmacogenetics and pharmacokinetics/pharmacodynamics (PK/PD).
- Individual and group responses were recorded, student evaluations were collected, and performance was compared to previous cohorts.
- The optimal difficulty range for TBL questions was explored.
Main Results:
- Students reported positive feedback regarding the TBL sessions.
- Group performance exceeded individual performance during TBL exercises.
- Significant improvement in the PK/PD summative quiz scores was observed, while other topics showed no change.
- TBL was most effective for questions with 30-70% difficulty.
Conclusions:
- Team-based learning can lead to better student outcomes in pharmacology education.
- The findings offer guidance for designing effective TBL exercises, particularly regarding question difficulty.
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