RT Journal Article
SR Electronic
T1 Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 55
DO 10.5688/ajpe81355
VO 81
IS 3
A1 Tami L. Remington
A1 Barry E. Bleske
A1 Tracy Bartholomew
A1 Michael P. Dorsch
A1 Sally K. Guthrie
A1 Kristin C. Klein
A1 Jeffrey M. Tingen
A1 Trisha D. Wells
YR 2017
UL http://www.ajpe.org/content/81/3/55.abstract
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.