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An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of
Parto S Khansari1, Leanne Coyne2
1California Northstate University College of Pharmacy, 9700 West Taron Drive, Elk Grove, CA, 95757.
Background And Purpose:
The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort.
Educational Activity And Setting:
Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams.
Findings:
Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam.
Summary:
Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement.
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