University of Florida College of Pharmacy, Gainesville, Florida.
University of Florida College of Education, Gainesville, Florida.
Am J Pharm Educ. 2019 Aug;83(6):7030. doi: 10.5688/ajpe7030.
To assess the impact of forming student learning teams based on problem solving styles on team performance and student perceptions of team quality. This was a prospective observational study involving students in the first year of a Doctor of Pharmacy degree program. Collaborative learning teams (balanced, implementer, optimizer, and random assignment) were created based on students' results on the Basadur Creative Problem Solving Profile Inventory. The teams remained in place across all courses for the first academic year, and those courses that incorporated team-based learning (TBL) were included in the study. Team performance was assessed by administering team readiness assurance tests. The quality of team interactions was assessed using the team satisfaction domain in the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system and the Team Performance Scale. Each of the 237 first-year pharmacy students enrolled was assigned to one of 41 teams. All teams participated in the study. A significant difference in team performance was observed in the Principles of Patient Centered Care course but not in any of the other courses. No significant differences were found in quality of team interactions. Neither team performance, nor team satisfaction, nor quality of team interactions was impacted by the method of team formation that was used. Given the existing evidence and the results of this study, team formation process, regardless of method used, may have negligible influence on the performance of collaborative learning teams in courses taught using TBL.
评估基于解决问题风格组建学生学习团队对团队绩效和学生对团队质量的看法的影响。这是一项前瞻性观察研究，涉及药学博士学位课程的一年级学生。根据学生在巴萨杜尔创造性问题解决概况清单上的成绩，创建了协作学习团队（平衡型、实施者型、优化型和随机分配型）。在第一个学年，团队成员保持不变，所有采用团队学习（TBL）的课程都包括在研究中。通过管理团队准备情况保证测试来评估团队绩效。使用综合团队成员效能评估（CATME）更智能团队合作系统中的团队满意度领域和团队绩效量表评估团队互动的质量。每个注册的一年级药学学生都被分配到 41 个团队之一。所有团队都参与了研究。在以患者为中心的护理原则课程中观察到团队绩效存在显著差异，但在其他任何课程中都没有发现显著差异。团队互动质量没有发现显著差异。团队绩效、团队满意度或团队互动质量都没有受到所使用的团队组建方法的影响。鉴于现有证据和本研究的结果，团队组建过程，无论使用何种方法，可能对使用 TBL 教授的课程中协作学习团队的表现影响甚微。
