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Determining Indicators of High-Quality Application Activities for Team-Based Learning.

Kristin K Janke1, Robert A Bechtol1, Stephanie James2

  • 1University of Minnesota College of Pharmacy, Minneapolis, Minnesota.

American Journal of Pharmaceutical Education
|December 25, 2019
PubMed
Summary
This summary is machine-generated.

This study identified key quality indicators for pharmacy team-based learning (TBL) application activities. These indicators help faculty design effective TBL sessions that promote deep thinking and student engagement.

Keywords:
Delphiapplication activitiesqualityteam-based learning

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Area of Science:

  • Pharmacy Education
  • Educational Psychology
  • Health Professions Education

Background:

  • Team-based learning (TBL) is a widely adopted instructional strategy in pharmacy education.
  • Designing high-quality application activities within TBL is crucial for student learning and engagement.
  • Existing literature lacks specific quality indicators for pharmacy TBL application activities.

Purpose of the Study:

  • To determine consensus-based quality indicators for application activities in pharmacy team-based learning (TBL).
  • To provide faculty with a framework for designing and evaluating effective TBL application exercises.

Main Methods:

  • A modified Delphi process was employed with 23 pharmacy TBL experts.
  • Experts participated in two rounds of surveys to identify and rate potential quality indicators.
  • Consensus was defined as 80% agreement among panelists.

Main Results:

  • Sixteen quality indicators were initially identified, with 14 achieving consensus.
  • Key indicators reaching consensus included using authentic pharmacy challenges and providing effective group feedback.
  • Indicators such as 'multiple right answers' and incorporating school-specific emphases did not reach consensus.

Conclusions:

  • The identified quality indicators can guide faculty in creating high-quality pharmacy TBL application activities.
  • These indicators support the promotion of deep thinking and active classroom discussions.
  • The findings can inform faculty development and quality improvement initiatives in pharmacy education.