Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Therapeutic Drug Monitoring: Overview and Classification01:16

Therapeutic Drug Monitoring: Overview and Classification

642
Therapeutic Drug Monitoring (TDM) is a clinical practice that measures specific drug levels in a patient's blood at designated intervals to ensure the drug concentration stays within a therapeutic range. This monitoring is crucial for optimizing individual dosage regimens, enhancing therapeutic efficacy, and minimizing drug-related toxicity. TDM is vital for drugs with narrow therapeutic windows, significant variability in pharmacokinetics, and a clear correlation between plasma levels and...
642
Combination Therapies and Personalized Medicine02:50

Combination Therapies and Personalized Medicine

1.5K
1.5K
Combination Therapies and Personalized Medicine02:50

Combination Therapies and Personalized Medicine

4.9K
Combining two or more treatment methods increases the life span of cancer patients while reducing damage to vital organs or tissue from the overuse of a single treatment. Combination therapy also targets different cancer-inducing pathways, thus reducing the chances of developing resistance to treatment.
The combination of the drug acetazolamide and sulforaphane is a good example of combination therapy to treat cancer. The cells in the interior of a large tumor often die due to the hypoxic and...
4.9K
Drug Administration and Therapy Phases: Overview01:26

Drug Administration and Therapy Phases: Overview

1.9K
Drugs, the chemical agents used in diagnosing, treating, or preventing diseases, undergo a four-phase process of development: pharmaceutic, pharmacokinetics, pharmacodynamics, and therapeutic.
The pharmaceutical phase focuses on leveraging the physicochemical properties of the drug to design and manufacture an effective product. Variants include orally administered tablets or capsules, topical creams or ointments, and parenteral-delivery solutions or emulsions.
The pharmacokinetic phase...
1.9K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

2.1K
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
2.1K
Pulmonary Tuberculosis V01:28

Pulmonary Tuberculosis V

1.0K
Medical management of tuberculosis (TB) patients involves a comprehensive approach that includes diagnosis, treatment, and monitoring. The specific strategies can vary depending on the type of tuberculosis (latent or active), the patient's overall health status, and other considerations.
Latent tuberculosis infection occurs when TB bacteria are present in a person's body, but are not causing illness or symptoms. It is not contagious, and preventive treatment is crucial to avoid the...
1.0K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The Role of Implicit Bias in Shaping Medication Prescribing Practices: A Scoping Review.

Journal of the American College of Clinical Pharmacy : JACCP·2026
Same author

The impact of data source on real-world medication adherence and exposure measures: From prescription to sold.

Journal of managed care & specialty pharmacy·2026
Same author

Rapid quantitative urinary chloride sensing with conductivity correction for cardiac patient management.

Biosensors & bioelectronics·2026
Same author

Patient and Clinician Attitudes Toward Mobile Health Apps: Qualitative Study.

JMIR mHealth and uHealth·2026
Same author

The effects of tungsten inhalation and continuous administration of angiotensin II on cardiac injury and pulmonary outcomes.

Toxicology and applied pharmacology·2026
Same author

Evaluating patient acceptability of clinical pharmacist engagement following clinical decision support.

Exploratory research in clinical and social pharmacy·2026

Related Experiment Video

Updated: May 2, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.8K

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

Barry E Bleske1, Tami L Remington1, Trisha D Wells1

  • 1College of Pharmacy, University of Michigan.

American Journal of Pharmaceutical Education
|February 22, 2014
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) showed similar outcomes to traditional lectures for pharmacy students applying knowledge. However, lectures were better for recalling information, indicating a need for further study on TBL

Keywords:
active learningassessmentpharmacotherapyteam-based learning

More Related Videos

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module
10:39

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module

Published on: June 18, 2015

12.4K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

15.6K

Related Experiment Videos

Last Updated: May 2, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.8K
Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module
10:39

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module

Published on: June 18, 2015

12.4K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

15.6K

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.