A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes

Objective. To compare learning outcomes and student confidence between team-based learning (TBL) and lecture. Methods. A crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). There were two assessments...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2016-09, Vol.80 (7), p.120-120, Article 120
Main Authors: Bleske, Barry E., Remington, Tami L., Wells, Trisha D., Klein, Kristin C., Guthrie, Sally K., Tingen, Jeffrey M., Marshall, Vincent D., Dorsch, Michael P.
Format: Article
Language:English
Subjects:
active learning
Adult
Attitude
Cross-Over Studies
Education, Pharmacy - methods
Educational Measurement
Educational Status
Evaluation
Female
Forecasts and trends
Humans
Learning
Learning strategies
Male
outcomes
Pharmaceutical education
Problem-Based Learning
Surveys and Questionnaires
TBL
Teaching
Young Adult
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Summary:Objective. To compare learning outcomes and student confidence between team-based learning (TBL) and lecture. Methods. A crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). There were two assessments of 24 questions each. A survey (Likert scale) assessing student confidence and attitudes was administered at the end. Results. A significantly higher overall examination score was observed for TBL as compared to lecture. Students were more confident in providing therapeutic recommendations following TBL. Higher survey scores favoring TBL were also seen related to critical-thinking skills and therapeutic knowledge. Conclusion. Learning outcomes and student confidence in performing higher-order tasks were significantly higher with TBL. The findings of this novel crossover type design showed that TBL is an effective pedagogy.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe807120