Aoe Mai, Nagata Misa, Ueda Masahiro, Kushihata Taro, Kurio Wasako, Sone Tomomichi, Yasuhara Tomohisa
Faculty of Pharmacy, Osaka Ohtani University, 3-11-1, Nishikiorikita, Tondabayashi-city, Osaka 584-8540, Japan.
School of Pharmaceutical Sciences, Wakayama Medical University, 25-1, Shichibancho, Wakayama-city, Wakayama 640-8156, Japan.
Curr Pharm Teach Learn. 2022 Aug;14(8):998-1003. doi: 10.1016/j.cptl.2022.07.016. Epub 2022 Jul 22.
Various reports have been published regarding adoption of team-based learning (TBL) in pharmacy education. However, there is insufficient published evidence on the effect of student characteristics on student learning outcomes in a TBL curriculum. The purpose of this research was to evaluate the effects of pre-study examination results and peer evaluation ratings on learning outcomes.
The TBL strategy was adopted for a basic chemistry exercise for first-year students at a private pharmacy school in Japan (2012-2019). For the analysis, students were divided into four analytical groups according to quartiles of pre-study examination results. The students were further divided into the high-peer evaluation rating group and low-peer evaluation rating group. We compared the final exam performance results between these groups.
In all four groups by quartiles of pre-study examination results, the course final exam performance was higher for the high-peer evaluation rating students than for the low-peer evaluation rating students.
Within the TBL framework, students with higher peer evaluation scores performed better on the final exam, regardless of the pre-study examination results.
关于药学教育中采用基于团队的学习（TBL）已经发表了各种报告。然而，关于学生特征对TBL课程中学生学习成果的影响，公开的证据不足。本研究的目的是评估预习考试成绩和同伴评价评分对学习成果的影响。
日本一所私立药学院校的一年级学生在基础化学练习中采用了TBL策略（2012 - 2019年）。为了进行分析，根据预习考试成绩的四分位数将学生分为四个分析组。学生们进一步分为高同伴评价评分组和低同伴评价评分组。我们比较了这些组之间的期末考试成绩结果。
在按预习考试成绩四分位数划分的所有四个组中，高同伴评价评分的学生在课程期末考试中的表现高于低同伴评价评分的学生。
在TBL框架内，无论预习考试成绩如何，同伴评价分数较高的学生在期末考试中表现更好。
