Team-based learning to improve learning outcomes in a therapeutics course sequence

Area of Science:

• Pharmacy Education
• Pedagogical Research
• Learning Outcomes

Background:

• Traditional lectures are a common teaching method in pharmacy education.
• Team-based learning (TBL) is an alternative pedagogical approach with potential benefits.
• Comparing TBL and lectures is crucial for optimizing therapeutics course delivery.

Purpose of the Study:

• To compare the effectiveness of team-based learning (TBL) against traditional lectures.
• To evaluate learning outcomes in a therapeutics course sequence using different teaching methods.
• To assess student performance on knowledge recall and application.

Main Methods:

• A revised team-based learning (TBL) curriculum was implemented for second-year pharmacy students (P2).
• Multiple-choice and essay questions were administered to both P2 (TBL) and third-year (P3, traditional lecture) students.
• Questions assessed recall of knowledge and application of knowledge.

Main Results:

• Traditional lecture students scored significantly higher on recall questions (88%±12% vs. 82%±16%, p=0.01).
• No significant differences were observed between TBL and lecture groups for application of knowledge questions (81%±16% vs. 77%±20%, p=0.24).
• Essay question scores and top performance rates were similar between the two groups.

Conclusions:

• Team-based learning (TBL) enabled second-year students to perform comparably to third-year students on knowledge application.
• Third-year students, taught via traditional lectures, outperformed second-year students on recall and overall assessments.
• Further research is needed to evaluate the long-term impact of TBL on learning persistence and clinical application.