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Related Experiment Videos

Blending team-based learning and game-based learning in pharmacy education.

Farid G Khalafalla1, Rafal Alqaysi2

  • 1California Health Sciences University, College of Pharmacy, United States; A.T. Still University, Kirksville College of Osteopathic Medicine, United States.

Currents in Pharmacy Teaching & Learning
|July 23, 2021
PubMed
Summary

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This study combined team-based learning (TBL) and game-based learning (GBL) into a blended approach (TGL) for pharmacy students. The TGL method successfully improved learning outcomes and student satisfaction, demonstrating its effectiveness in active learning.

Area of Science:

  • Medical Education
  • Pharmacy Education
  • Immunology

Background:

  • Team-based learning (TBL) and game-based learning (GBL) are established active learning strategies.
  • This study integrated TBL and GBL into a novel pedagogical approach termed TGL.
  • TGL was implemented in an immunology module for pharmacy students.

Purpose of the Study:

  • To evaluate the effectiveness of TGL in enhancing student learning in immunology.
  • To assess student satisfaction with the TGL learning experience.
  • To explore the applicability and generalizability of TGL in various academic settings.

Main Methods:

  • Sixty-five pharmacy students participated in the TGL module.
  • The TGL process involved pre-class readiness materials, individual and team readiness assurance tests (iRAT/tRAT), clinical application exercises, and a competitive online educational game.
Keywords:
Game-based learningHealthcare professional studentsPharmacy educationTeam-based learningTransplantation immunology

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  • Student readiness and knowledge were assessed throughout the module.

    • Main Results:

    • The TGL process led to high achievement in learning outcomes, with average scores of 92.5% on iRAT, 98.3% on tRAT, 71.5% on the educational game, and 82.1% on the block exam.
    • Over 90% of students reported satisfaction with the readiness materials, activity alignment, active learning engagement, knowledge acquisition, and the TGL approach.
    • The blended TGL method allowed for individual performance assessment post-learning, enhancing preparation for board exams.

    Conclusions:

    • The blended TGL approach effectively facilitated learning in an immunology module for pharmacy students.
    • TGL enhances student engagement and satisfaction while ensuring preparedness for high-stakes assessments.
    • TGL is a versatile and generalizable pedagogical strategy applicable across diverse topics and cohort sizes.