Dunaway George A
Department of Pharmacology, Southern Illinois University School of Medicine, P.O. Box 19629, Springfield, Illinois 62794, USA.
Teach Learn Med. 2005 Winter;17(1):56-62; discussion 85-8. doi: 10.1207/s15328015tlm1701_10.
Team-learning experiences within a large group setting have a variety of educational applications.
Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated.
The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students.
The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.
