Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a...

Area of Science:

• Medical Education
• Pharmacotherapeutics
• Pedagogy

Background:

• Traditional lecture-based learning is common in pharmacotherapeutics.
• Exploring innovative teaching methods like team-based learning (TBL) is crucial for enhancing student engagement and learning outcomes.

Purpose of the Study:

• To qualitatively compare student attitudes and perceptions of team-based learning (TBL) versus traditional lecture formats.
• To assess the impact of TBL on learning, skill development, and overall educational experience in pharmacotherapeutics.

Main Methods:

• A randomized, prospective, cross-over design exposed students to both TBL and lecture formats.
• Student attitudes and perceptions were gathered through written self-reflections and end-of-course evaluations.
• Grounded theory coding was employed to analyze qualitative student responses.

Main Results:

• Five major themes emerged: impact on learning, perceptions of TBL methods, changes in learning approaches, professional skill development, and challenges.
• Students reported TBL significantly enhanced their understanding and application of course content.
• TBL was perceived to improve teamwork and lifelong learning skills.

Conclusions:

• Student feedback strongly supports team-based learning (TBL) as an effective pedagogical approach for pharmacotherapeutics.
• TBL fosters deeper learning and develops essential skills for professional practice in pharmacy students.