Bleske Barry E, Remington Tami L, Wells Trisha D, Dorsch Michael P, Guthrie Sally K, Stumpf Janice L, Alaniz Marissa C, Ellingrod Vicki L, Tingen Jeffrey M
College of Pharmacy, University of Michigan.
University of Michigan Residential College.
Am J Pharm Educ. 2014 Feb 12;78(1):13. doi: 10.5688/ajpe78113.
To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence.
A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format.
One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups.
Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.
比较团队协作学习（TBL）与传统讲座教学法在治疗学课程系列中对学习成果的有效性。
在一个治疗学课程系列中实施了修订后的TBL课程。对采用新TBL教学法授课的二年级药学专业学生（P2）进行了与用于测试采用传统讲座形式授课的三年级学生（P3）相同的多项选择题和论述题测试。
对131道多项选择题进行了评估；79道测试知识记忆，52道测试更高层次的知识应用。对于记忆类问题，采用传统讲座教学的学生得分显著高于采用TBL教学的学生（88%±12%对82%±16%，p = 0.01）。对于评估知识应用的问题，不同教学法之间未观察到差异（81%±16%对77%±20%，p = 0.24）。两组在论述题得分和获得100%分数的学生人数方面也相似。
从传统的基于讲座的教学法过渡到TBL教学法，使P2学生在知识应用类型问题上的表现与多接受一年药学教育的学生相当。然而，在记忆类问题及总体表现上，P3学生优于P2学生。需要对长期学习成果进行进一步评估，以确定TBL是否能产生更持久的学习效果并改善临床环境中的应用。
