Vinall Ruth, Malhotra Ashim, Puglisi Jose
Department of Pharmaceutical & Biomedical Sciences, College of Pharmacy, California Northstate University, Elk Grove, CA 95757, USA.
Department of Basic Sciences, College of Medicine, California Northstate University, Elk Grove, CA 95757, USA.
Pharmacy (Basel). 2021 Aug 27;9(3):148. doi: 10.3390/pharmacy9030148.
Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees ( = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.
由于多种原因，要确保所有利益相关者充分参与并准备好认证自我评估具有挑战性，包括缺乏积极性以及对期望和程序的理解不足。这项探索性研究的目的是确定采用基于团队学习（TBL）的教学法开展认证准备工作坊是否能有效地让参与者做好准备并积极参与。向工作坊参与者（n = 52）发放了一份李克特量表问卷，以确定他们是否认为基于TBL的培训有帮助以及它是否促进了参与度。24名参与者完成了调查（46%）。超过80%的参与者强烈同意或同意与自我认知、团队活动中的参与者参与度以及团队活动的有用性相关的12项陈述。超过65%的参与者强烈同意或同意与TBL方法对准备自我评估的帮助相关的陈述（五个问题）。亚组分析表明，根据参与者之前是否参与过认证自我评估，回答没有显著差异。我们的数据表明，TBL方法可以是让利益相关者参与并为认证自我评估做好准备的有效方式，并且TBL教学法在课堂之外也有实用价值。
