Faculty perception of team-based learning over multiple semesters.

Area of Science:

• Pharmacy Education
• Educational Methods
• Faculty Development

Background:

• Faculty perspectives on team-based learning (TBL) are not well understood.
• Previous research indicates faculty preference for TBL due to increased student interaction, despite higher design time.
• The impact of TBL on faculty workload over extended periods remains unquantified.

Purpose of the Study:

• To evaluate faculty workload and perceived student engagement following TBL implementation.
• To assess changes over multiple semesters in a required non-prescription medication course.

Main Methods:

• Team-based learning (TBL) was implemented for three consecutive semesters.
• Faculty perceptions were gathered via an anonymous 11-item Likert-scale survey.
• The survey assessed changes in workload, training, and student interaction.

Main Results:

• Twenty-eight responses were collected from 10 faculty members.
• Increased student participation and interaction were reported compared to traditional lectures.
• Faculty perceived TBL as more difficult with increased workload in the initial semester, but reported greater teaching enjoyment.

Conclusions:

• This study is the first to examine TBL's impact over multiple semesters.
• Findings provide insights for implementing TBL in pharmacy curricula.
• TBL can enhance student engagement and faculty enjoyment, despite initial workload challenges.