Xavier University of Louisiana-College of Pharmacy, 1 Drexel Drive, New Orleans, LA 70125, USA.
Am J Pharm Educ. 2013 Aug 12;77(6):115. doi: 10.5688/ajpe776115.
To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes.
Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience.
Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students' preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom's Taxonomy.
Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning.
描述美国药学院校中团队学习（TBL）的使用情况，包括可能影响实施的因素，以及教师对 TBL 对教育成果影响的看法。
受访者确定了阻碍或促进 TBL 使用及其对学生学习影响的因素。结果按机构类型（公立/私立）、班级规模和 TBL 经验进行分层。
在代表 43 所（86%）院校的 100 名教师中，有 69 名（69%）做出了回应。被认为有利于 TBL 实施的主要因素包括单一校园、学生和管理部门的认可。实施的阻碍因素包括校园分散、教师的抵制以及缺乏培训。与传统讲座相比，TBL 被认为可以提高学生的参与度，提高学生的课堂准备程度，并促进课程目标的实现。此外，TBL 被认为比讲座更能有效地促进布鲁姆教育目标分类法的所有 6 个领域的学习。
尽管存在潜在的实施挑战，但教师认为 TBL 可以提高学生的参与度和学习效果。
