Using Team-based Learning in an Endocrine Module Taught Across Two Campuses

To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tes...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2008-10, Vol.72 (5), p.103-103, Article 103
Main Authors: Letassy, Nancy A., Fugate, Susan E., Medina, Melissa S., Stroup, Jeffrey S., Britton, Mark L.
Format: Article
Language:English
Subjects:
Competency-Based Education
Cooperative Behavior
Distance education
Education, Distance
Education, Pharmacy - methods
Educational Measurement
Endocrine glands
Faculty
Group work in education
Humans
Instructional Design and Assessment
Methods
Problem-Based Learning - methods
Program Evaluation
Schools, Pharmacy
Students, Pharmacy
Study and teaching
Teaching - methods
Team learning approach in education
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Summary:To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole. Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p
ISSN:0002-9459
1553-6467
DOI:10.1016/S0002-9459(24)00460-1