Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
Curr Pharm Teach Learn. 2021 Jun;13(6):723-728. doi: 10.1016/j.cptl.2021.01.025. Epub 2021 Feb 10.
The North American Pharmacist Licensure Examination and the Pharmacy Curriculum Outcomes Assessment are two standardized tests that evaluate students' preparedness to progress into pharmacy practice. Pharmacy educators are responsible for ensuring individual learners are engaged in course material and take appropriate steps to succeed in meeting learning outcomes. Whenever a new pedagogy is adopted in a previously existing course, understanding the impact on learners is critical.
Team-based learning (TBL) was implemented within a novel Drug Discovery and Development course to measure the impact in active participation and student performance within the second year of pharmacy school. Survey data was collected to gather pharmacy students' perspectives regarding the pedagogy change. Examination competency scores and active participation were tracked to measure student engagement.
Survey results revealed students agreed or strongly agreed that Drug Discovery and Development was enjoyable when taught with a TBL model, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Average attendance scores were > 90% in a TBL setting. No change in block exam competency scores were noted across the three academic cohorts.
Students agreed that Drug Discovery and Development was enjoyable when taught using TBL, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Additional research should be conducted to quantify student engagement and active attendance within similar courses. Similar styles of TBL implementation could be incorporated at other colleges of pharmacy to measure its potential benefits.
北美药师执照考试和药房课程成果评估是两项评估学生为进入药学实践做好准备程度的标准化考试。药学教育工作者有责任确保个体学习者参与课程材料，并采取适当步骤以成功实现学习成果。每当在先前存在的课程中采用新的教学法时，了解其对学习者的影响至关重要。
团队学习（TBL）被应用于一门新的药物发现和开发课程中，以衡量其对第二年药学学生的积极参与度和学生表现的影响。收集了调查数据，以了解药学学生对教学法变革的看法。跟踪考试能力得分和积极参与度，以衡量学生的参与度。
调查结果显示，学生们一致或强烈认为，采用 TBL 模式教授药物发现和开发课程时，课程有趣、营造了有益的学习环境、并提高了他们的知识感知、沟通技巧和信心。TBL 环境下的平均出勤率>90%。在三个学术队列中，没有发现块式考试能力得分的变化。
学生们一致认为，采用 TBL 教授药物发现和开发课程时有趣、营造了有益的学习环境、并提高了他们的知识感知、沟通技巧和信心。应该进行更多的研究来量化类似课程中的学生参与度和积极出勤率。可以在其他药学院采用类似的 TBL 实施方式，以衡量其潜在的益处。
