Sharma Anita, Janke Kristin K, Larson Andrea, Peter Wendy St
Medication Therapy Management Pharmacist, HealthEast Grand Ave Clinic, 870 Grand Ave, St. Paul, MN 55105, United States.
University of Minnesota College of Pharmacy, 7-125D Weaver Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
Curr Pharm Teach Learn. 2017 Sep;9(5):802-807. doi: 10.1016/j.cptl.2017.05.024. Epub 2017 Aug 21.
This study examined the early effects of a team based learning (TBL) pilot, including differences in student engagement with TBL compared to lectures, and student accountability, preferences, and satisfaction with TBL.
Three TBL sessions were delivered in the nephrology section of pharmacotherapy and then students completed the team-based learning student assessment instrument (TBL-SAI), which assesses TBL relative to lecture on three subscales (i.e., student accountability, preferences, and satisfaction). Students also completed a modified engagement instrument for a lecture and again for a TBL session.
All students (160) participated in the survey (100% response rate). When comparing TBL and lecture engagement, five of eight statements were statistically significantly different. In TBL, students reported the strongest agreement with statements related to contributions (i.e., contributing fair share [mean 3.97], contributing meaningfully [mean 3.96]). Using the TBL-SAI, the mean score for accountability (30.64) was higher than neutral (24) indicating a higher level of accountability with TBL. Student satisfaction with TBL was neutral (mean 26.62, neutral = 27).
In a three-session pilot, TBL had positive effects on engagement and accountability. Early positive effects could aid programs in building and maintaining momentum with the TBL approach while working towards outcomes that may take longer to achieve, such as changes in professionalism or teamwork. Duration of exposure and perseverance through the transition to TBL may be important in developing preferences and satisfaction. This study provides insights to programs and instructors about student perceptions and attitudes as TBL is introduced.
本研究考察了基于团队学习（TBL）试点的早期效果，包括与讲座相比学生参与TBL的差异，以及学生的责任感、偏好和对TBL的满意度。
在药物治疗的肾脏病学部分开展了三次TBL课程，然后学生完成了基于团队学习的学生评估工具（TBL-SAI），该工具在三个子量表（即学生责任感、偏好和满意度）上评估TBL与讲座的情况。学生还完成了一份针对讲座的改良参与度工具，以及针对一次TBL课程的同样工具。
所有学生（160名）都参与了调查（回复率100%）。在比较TBL和讲座参与度时，八项陈述中的五项在统计学上有显著差异。在TBL中，学生对与贡献相关的陈述表示最强烈的认同（即公平贡献[平均3.97]、有意义的贡献[平均3.96]）。使用TBL-SAI，责任感的平均得分（30.64）高于中性值（24），表明对TBL的责任感更高。学生对TBL的满意度为中性（平均26.62，中性值 = 27）。
在一个为期三次课程的试点中，TBL对参与度和责任感有积极影响。早期的积极效果可以帮助项目在采用TBL方法时建立并保持动力，同时朝着可能需要更长时间才能实现的成果努力，比如专业精神或团队合作的改变。在向TBL过渡过程中的接触时长和坚持程度可能对形成偏好和满意度很重要。本研究为项目和教师提供了关于引入TBL时学生认知和态度的见解。
