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Teaching clinical pharmacology using team-based learning: a comparison between third- and fourth-year medical
Imad Bou Akl1, Fatima Ghaddar, Ramzi Sabra
1Department of Pharmacology and Toxicology, American University of Beirut Faculty of Medicine, PO Box 11-0236, Riad El Solh, Beirut 1107 2020, Lebanon.
Journal of Clinical Pharmacology
|December 17, 2011
Summary
This study recommends offering the team-based learning (TBL) clinical pharmacology course in the third year of medical school. Third-year students performed comparably to fourth-year students, suggesting earlier integration benefits.
Area of Science:
- Medical Education
- Pharmacology Education
- Team-Based Learning
Background:
- Clinical pharmacology courses are crucial for medical students.
- Optimizing course timing within the curriculum enhances learning outcomes.
- Team-based learning (TBL) is an active pedagogical strategy.
Purpose of the Study:
- To determine the optimal timing for delivering a TBL-designed clinical pharmacology course.
- To provide evidence-based recommendations for curriculum integration at the American University of Beirut Faculty of Medicine (AUBFM).
Main Methods:
- A comparative study design was employed, offering the TBL clinical pharmacology course to both third- and fourth-year medical students simultaneously.
- Student performance was evaluated between June 2010 and May 2011.
Main Results:
- Fourth-year students did not demonstrate superior performance compared to third-year students, despite an additional year of clinical experience.
- Third-year student teams showed a greater propensity for developing into high-functioning units.
- Simultaneous delivery of TBL sessions to disparate year groups was less effective due to varied learning paces.
Conclusions:
- The findings support the integration of the TBL clinical pharmacology course into the third year of the medical curriculum.
- Early introduction of the course may enhance learning and team dynamics.
- Separate TBL sessions for different student cohorts are recommended to accommodate learning pace differences.
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