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A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes.

Barry E Bleske1,2,3, Tami L Remington4,5, Trisha D Wells6,7

  • 1Department of Pharmacy Practice and Administrative Sciences, College of Pharmacy, University of New Mexico, Albuquerque, NM 87131, USA. bbleske@salud.unm.edu.

Pharmacy (Basel, Switzerland)
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Summary
This summary is machine-generated.

This study compared team-based learning (TBL) and lecture for long-term retention of therapeutic knowledge. Neither teaching method significantly improved long-term recall or maintained short-term learning gains six months post-course.

Keywords:
active learninglectureoutcomesteam-based learning

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Area of Science:

  • Medical Education
  • Learning Sciences

Background:

  • Limited data exists on the long-term effectiveness of different teaching pedagogies.
  • Maintaining learning gains beyond the short term is a significant challenge in medical education.

Purpose of the Study:

  • To compare long-term learning outcomes between team-based learning (TBL) and traditional lecture formats.
  • To evaluate the retention of therapeutic knowledge six months after course completion.

Main Methods:

  • A randomized crossover study was conducted in a therapeutic elective course with 30 students.
  • Students were taught six topics using three TBL and three lecture formats.
  • A 47-question multiple-choice assessment (application and recall) was re-administered six months later to 16 students.

Main Results:

  • No significant difference in long-term assessment scores was found between TBL (67 ± 14%) and lecture (63 ± 16%) formats (p = 0.2).
  • Both TBL and lecture showed a significant decline in scores from short-term to long-term assessment.
  • Short-term gains were not maintained by either pedagogy over the six-month period.

Conclusions:

  • Employing active-learning pedagogy (TBL) offered no significant advantage over lecture for long-term multiple-choice assessment in this therapeutics course.
  • Neither TBL nor lecture effectively maintained short-term learning gains when assessed six months later.
  • Further research is needed to explore pedagogies that enhance long-term knowledge retention.