Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China.
Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China.
BMC Med Educ. 2019 Jul 29;19(1):286. doi: 10.1186/s12909-019-1724-6.
Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China.
Six databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement.
A total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students' learning enthusiasm, students' self-study ability, thinking ability, and enhanced students' communication skills.
TBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.
近年来，团队学习（TBL）教学法在中国药学教育中得到了广泛应用。然而，尚未建立相关的系统评价来评估这种新教学方法的效果。本研究旨在系统评估 TBL 教学法在我国药学教育中的应用效果。
从建库到 2019 年 1 月，检索了 6 个数据库。纳入报告中国大学生或大学生接受 TBL 教学法与接受传统讲授式学习（LBL）相比，在药学学生表现的研究。客观理论考试成绩作为主要结局指标，对问卷调查结果进行分析，评估学生对 TBL 教学法在提高学习热情、自学能力、思维能力和沟通技巧方面效果的认可程度。按照 Cochrane 评论员手册和系统评价和荟萃分析报告的首选项目进行荟萃分析。
共有 12 项 2013 年至 2018 年发表的研究纳入了 1271 名学生。与传统的 LBL 教学法相比，TBL 教学法在提高大学生（SMD=1.69，95%CI[1.10，2.28]，p<0.00001）和大学生（SMD=4.37，95%CI[1.33，7.40]，p<0.00001）客观测试成绩方面更有效，且在实验性课程（SMD=2.14，95%CI[0.86，3.43]，p<0.00001）和理论性课程（SMD=2.77，95%CI[1.41，4.14]，p<0.00001）中应用良好。此外，它还培养了学生的学习热情、自学能力、思维能力和沟通能力。
TBL 教学法在过去十年中在中国药学教育中迅速发展并得到广泛应用。结果表明，这种新教学法与中国药学教育的现状相适应。它可以被视为提高中国药学学生理论考试成绩和各种能力的有效方法。
