Department of Pharmacology and Therapeutics, American University of Beirut, Faculty of Medicine, Beirut, Lebanon.
Med Teach. 2010;32(2):130-5. doi: 10.3109/01421590903548521.
Team-based learning (TBL) is an innovative instructional method that fosters active learning. It has been shown to improve student performance in some health care education courses.
To examine the effect of teaching pharmacology using a TBL approach on second year medical students' satisfaction and performance.
A modified TBL method was used in two case-based discussion sessions of the second year pharmacology course: a relatively easy drug metabolism/pharmacogenetics session and a more challenging pharmacokinetics/pharmacodynamics (PK/PD) session. Individual and group answers to all questions were recorded, and an evaluation form was collected for each session. Class performance on a summative quiz was compared to previous years.
Students provided positive feedback. Group performance was better than individual performance during the TBL exercises. TBL was less successful when the questions were very difficult, with a difficulty range of 30-70% being the most appropriate. Performance of the class on the pharmacology summative quiz showed significant improvement over that in previous years in the PK/PD part, but was unchanged in other topics taught traditionally.
The results suggest that TBL provides a better outcome for students, and provide insight into appropriate design of TBL exercises.
团队学习（TBL）是一种创新的教学方法，可以促进主动学习。它已被证明可以提高某些医疗保健教育课程中学生的表现。
考察使用 TBL 方法教授药理学对二年级医学生满意度和表现的影响。
在第二年药理学课程的两个基于案例的讨论会上使用了改良的 TBL 方法：一个相对简单的药物代谢/药物遗传学课程和一个更具挑战性的药代动力学/药效学（PK/PD）课程。记录了所有问题的个人和小组答案，并为每个课程收集了评估表。比较了综合测验的班级表现与前几年的成绩。
学生提供了积极的反馈。在 TBL 练习中，小组的表现优于个人表现。当问题非常困难时，TBL 的效果较差，难度范围为 30-70%是最合适的。在 PK/PD 部分，班级在药理学综合测验中的表现明显优于前几年，而在传统教学的其他主题中则没有变化。
结果表明，TBL 为学生提供了更好的结果，并为 TBL 练习的适当设计提供了深入了解。
