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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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[Team-based learning (TBL) in the interdisciplinary lecture].

Keiji Nishiwaki1, Atsushi Kawase, Tetsuyuki Wada

  • 1Faculty of Pharmacy, Kinki University.

Yakugaku Zasshi : Journal of the Pharmaceutical Society of Japan
|February 5, 2014
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) in pharmacy education improved student engagement and eagerness to learn, despite some challenges with peer review. Students found TBL beneficial for understanding the interconnectedness of basic and pharmaceutical sciences.

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Area of Science:

  • Pharmacy Education
  • Interdisciplinary Science
  • Team-Based Learning

Context:

  • Introduction to Pharmacy course
  • First-semester pharmacy students
  • Six pharmacist education curricula

Purpose:

  • Demonstrate the relationship between basic sciences and pharmaceutical sciences
  • Enhance student understanding of interconnectedness in pharmacy
  • Utilize team-based learning for expansive learning

Summary:

  • Interdisciplinary lectures integrated cell biology, biochemistry, chemistry, pharmacology, pharmacokinetics, and clinical science
  • Team-based learning (TBL) modules focused on "cancer" and "aspirin"
  • Students reported increased understanding and enjoyment, particularly with group readiness assessment tests (GRAT)

Impact:

  • Increased student eagerness to learn pharmacy
  • Positive student reception of TBL, despite difficulties with peer review
  • Highlights the need for more practice with peer evaluation in TBL