Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

Area of Science:

• Pharmacy Education
• Pedagogy in Higher Education

Background:

• Traditional lecture-based learning is a common format in pharmacy education.
• Team-based learning (TBL) offers an active learning approach with potential benefits for student engagement and skill development.

Purpose of the Study:

• To compare pharmacy student perceptions of team-based learning (TBL) versus traditional lecture-based learning formats.
• To assess student preferences for teaching methodologies in pharmacy curricula.

Main Methods:

• First-year pharmacy students (N=111) at two universities participated in TBL and traditional formats across different courses and semesters.
• Student perceptions of teams and preferences for teaching styles were collected using validated instruments.
• Statistical analysis included Wilcoxon signed rank test and Mann-Whitney U test.

Main Results:

• Students who experienced TBL before traditional lectures reported more positive team perceptions and a stronger preference for TBL.
• Both TBL and traditional formats were perceived to aid critical thinking, problem-solving, and exam preparation.
• Students agreed that diverse team composition (personalities, learning styles) is beneficial.

Conclusions:

• Introducing TBL early in the pharmacy curriculum may lead to better student reception and skill acquisition.
• Faculty should intentionally diversify student teams by considering varied viewpoints and strengths.
• TBL's benefits, such as enhanced teamwork skills, are better realized when experienced prior to traditional methods.