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Improving Pharmacology Standardized Test and Final Examination Scores Through Team-Based Learning
Majeda M El-Banna1, Malinda Whitlow, Angela M McNelis
1Author Affiliations: Assistant Professor and Director of RN to BSN/MSN Program (Dr El-Banna); Assistant Professor and Director of ABSN Program (Dr Whitlow); and Professor and Associate Dean for Scholarship, Innovation, and Clinical Science (Dr McNelis), School of Nursing, The George Washington University, Ashburn, Virginia.
Background:
Team-based learning (TBL) is a collaborative teaching and learning strategy emphasizing student engagement and application of knowledge.
Purpose:
The purpose of the study was to compare the differences in scores on pharmacology course final and standardized criterion-referenced examinations between students taught in a traditional lecture-based approach and those taught under the TBL approach.
Methods:
Using a before-and-after design, 338 prelicensure students were taught pharmacology using either a traditional lecture-based approach or a TBL approach.
Results:
Significant differences on course final and standardized examination scores were found between the groups, with students taught using TBL scoring higher than students in the traditional lecture-based group.
Conclusions:
Team-based learning had a positive impact on learning outcomes. Moreover, TBL may be a more efficient approach to teaching, as students in the TBL group had only 3 credit hours of content versus students in the traditional lecture-based group, who had 4 credit hours.
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