A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes |
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| Authors: | Barry E. Bleske Tami L. Remington Trisha D. Wells Kristin C. Klein Sally K. Guthrie Jeffrey M. Tingen Vincent D. Marshall Michael P. Dorsch |
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| Affiliation: | a University of Michigan College of Pharmacy, Ann Arbor, Michigan;b University of New Mexico College of Pharmacy, Albuquerque, New Mexico (at time of publication);c University of Virginia Health System, Charlottesville, Virginia (at time of publication) |
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| Abstract: | 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. |
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| Keywords: | active learning TBL outcomes |
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