Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 6550 Sanger Road, Suite 420G, Orlando, FL 32827, United States; Department of Internal Medicine, University of Central Florida College of Medicine, Orlando, FL 32827, United States.
Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 580 W. 8th Street, Jacksonville, FL 32209, United States.
Curr Pharm Teach Learn. 2021 Feb;13(2):152-158. doi: 10.1016/j.cptl.2020.09.010. Epub 2020 Oct 9.
Team-based learning (TBL) has been successfully applied to multiple healthcare education disciplines. A primary tenet of TBL is the development of solutions leveraging the collective knowledge of a team rather than the individual competency of any one student. In an effort to enhance individual student accountability, an individual verbal defense (IVD) format was implemented in a multi-campus TBL-based pharmacotherapeutics course. The study sought to investigate the use of TBL-IVD embedded within a traditional TBL format on student engagement, teaching style preferences, and exam performance compared to a TBL-only format.
In this cross-sectional study, second-year pharmacy students enrolled in a pharmacotherapeutics course during fall 2019 completed an 11-item survey. The survey was designed to assess TBL-IVD on student engagement and teaching style preference. Free-response qualitative feedback was solicited to assess positive-negative themes related to the activity. Aggregate exam performance for community-acquired pneumonia (CAP) related content was compared to historical exam data to assess the impact on student performance.
The majority of students (72%, n = 54) preferred the TBL-IVD compared to a TBL-only format. Students reported higher engagement with TBL-IVD (84%, n = 63). Correct exam responses for CAP related content were higher in the TBL-IVD group (67% vs. 55%, P < .001). Positive themes included an increased opportunity to defend recommendations verbally and increased interaction with an on-campus faculty member.
The study demonstrates the addition of IVD can enhance student perceptions, confidence, and performance within a large, multi-campus, TBL-based pharmacotherapeutics course.
团队学习（TBL）已成功应用于多个医疗保健教育学科。TBL 的一个主要原则是利用团队的集体知识来开发解决方案，而不是依赖任何一个学生的个人能力。为了增强学生的个人责任感，在一个多校区基于 TBL 的药物治疗学课程中采用了个人口头辩护（IVD）形式。本研究旨在调查在传统 TBL 格式中嵌入 TBL-IVD 与仅 TBL 格式相比，对学生参与度、教学风格偏好和考试成绩的影响。
在这项横断面研究中，2019 年秋季入读药物治疗学课程的二年级药学学生完成了一项 11 项的调查。该调查旨在评估 TBL-IVD 对学生参与度和教学风格偏好的影响。还征求了自由回答的定性反馈，以评估与该活动相关的积极和消极主题。将社区获得性肺炎（CAP）相关内容的综合考试成绩与历史考试数据进行比较，以评估对学生表现的影响。
大多数学生（72%，n=54）更喜欢 TBL-IVD 而不是仅 TBL 格式。学生报告说 TBL-IVD 的参与度更高（84%，n=63）。在 TBL-IVD 组中，与 CAP 相关内容相关的正确考试答案更高（67%比 55%，P<0.001）。积极的主题包括增加了口头辩护建议的机会和增加了与校内教职员工的互动。
该研究表明，在大型多校区基于 TBL 的药物治疗学课程中，添加 IVD 可以增强学生的感知、信心和表现。
