PT  - JOURNAL ARTICLE
AU  - Tami L. Remington
AU  - Barry E. Bleske
AU  - Tracy Bartholomew
AU  - Michael P. Dorsch
AU  - Sally K. Guthrie
AU  - Kristin C. Klein
AU  - Jeffrey M. Tingen
AU  - Trisha D. Wells
TI  - Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course
AID  - 10.5688/ajpe81355
DP  - 2017 Apr 01
TA  - American Journal of Pharmaceutical Education
PG  - 55
VI  - 81
IP  - 3
4099  - http://www.ajpe.org/content/81/3/55.short
4100  - http://www.ajpe.org/content/81/3/55.full
SO  - Am J Pharm Educ2017 Apr 01; 81
AB  - Objective. To qualitatively compare students’ attitudes and perceptions regarding team-based learning (TBL) and lecture.Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method.Assessment. Students’ responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills.Conclusion. Students’ attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.