Department of Medical Education, Hanyang University College of Medicine, Seoul, Korea.
Department of Pharmacology, Eulji University School of Medicine, Daejeon, Korea.
Korean J Med Educ. 2020 Mar;32(1):35-46. doi: 10.3946/kjme.2020.151. Epub 2020 Mar 1.
A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning.
We developed an "integrated clinical pharmacology" course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year.
The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year.
The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.
本科医学教育中的药理学课程旨在使学生能够运用基础科学知识在临床环境中应用药物的能力。尽管基于团队的学习可能是一种有用的方法，但关于基于团队的学习的药理学教育的文献有限。本研究旨在评估基于团队的学习在药理学课程中的有效性。
我们为一年级医学生开发了一门“综合临床药理学”课程。所有 49 名学生都参加了该课程。记录了每个课程的个人和小组得分，并在课程结束后进行了课后调查。我们根据每年年底进行的全国性测试的成绩，将当前班级的表现与前一个班级的表现进行了比较。
学生的反应总体上是积极的，但他们对个人测试的准备负担的看法除外。在整个基于团队的学习课程中，小组的成绩明显高于个人的成绩。然而，在全国性测试中，当我们将学生分为高成就者和低成就者群体时，只有低成就者与前一年的队列相比，成绩有显著提高。
该研究表明，基于团队的学习可能是在临床前阶段向医学生教授药理学的有效方法。尽管大多数学生无论准备情况如何都积极参与，但特别是低成就者在知识获取方面似乎比高成就者获得更多的收益。
