Miller Danielle M, Khalil Karen, Iskaros Olivia, Van Amburgh Jenny A
Northeastern University - Bouve College of Health Sciences, School of Pharmacy, 360 Huntington Avenue, R218TF, Boston, MA 02115, United States.
Lahey Hospital and Medical Center, 41 Mall Road, Burlington, MA 01805, United States.
Curr Pharm Teach Learn. 2017 Jul;9(4):666-670. doi: 10.1016/j.cptl.2017.03.001. Epub 2017 May 31.
Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum.
Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class.
There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05).
Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners.
Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team.
药学专业学生需要培养批判性思维和解决问题的能力，同时成为有价值的团队成员。基于团队的学习（TBL）的使用促进了有效的团队协作，实现了持续的主动和自主学习，并要求个人和团队都承担责任。目的是评估药学专业学生在药学课程不同年份中对TBL的看法和体验。
两门课程，即药学专业导论（入门课程，必修课）和自我护理/非处方药（自我护理课程，选修课）采用了TBL方法。参加这两门课程的学生被招募在最后一节课上完成一份经过验证的问卷。
参与率为100%；大多数学生，无论参加哪门课程，都对TBL持积极态度。使用曼-惠特尼U检验观察到必修课入门课程和选修课自我护理课程之间在TBL活动的差异、相关性以及将TBL作为一种学习策略的使用情况（p<0.05）。
两组药学专业学生在学习效果方面对TBL课程都给予了积极评价。重要的是要考虑这些学生在专业发展方面的差异以及这可能如何影响他们对TBL的看法。TBL赋予了个体学生更多的责任和问责制，有助于培养自主学习者。
无论年级如何，学生们都发现TBL是一种有效的学习策略。课程进展更深入的三年级药学专业学生（P3）更能接受TBL，并且更能体会到主动和自主学习以及团队合作的好处。
