Bleske Barry E, Remington Tami L, Wells Trisha D, Klein Kristin C, Guthrie Sally K, Tingen Jeffrey M, Marshall Vincent D, Dorsch Michael P
University of Michigan College of Pharmacy, Ann Arbor, Michigan; University of New Mexico College of Pharmacy, Albuquerque, New Mexico (at time of publication).
University of Michigan College of Pharmacy, Ann Arbor, Michigan.
Am J Pharm Educ. 2016 Sep 25;80(7):120. doi: 10.5688/ajpe807120.
To compare learning outcomes and student confidence between team-based learning (TBL) and lecture. A crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). There were two assessments of 24 questions each. A survey (Likert scale) assessing student confidence and attitudes was administered at the end. A significantly higher overall examination score was observed for TBL as compared to lecture. Students were more confident in providing therapeutic recommendations following TBL. Higher survey scores favoring TBL were also seen related to critical-thinking skills and therapeutic knowledge. Learning outcomes and student confidence in performing higher-order tasks were significantly higher with TBL. The findings of this novel crossover type design showed that TBL is an effective pedagogy.
比较基于团队的学习（TBL）和讲座式教学之间的学习成果及学生信心。对30名学生进行了一项交叉研究，将其分为两个组。每个组都学习六个治疗主题（三个通过TBL教学，三个通过讲座式教学）。进行了两次评估，每次评估有24道题。最后进行了一项评估学生信心和态度的调查（李克特量表）。与讲座式教学相比，TBL的总体考试成绩显著更高。学生在接受TBL教学后对提供治疗建议更有信心。在批判性思维技能和治疗知识方面，也观察到更倾向于TBL的更高调查分数。TBL在执行高阶任务方面的学习成果和学生信心显著更高。这种新型交叉类型设计的研究结果表明，TBL是一种有效的教学方法。
