Attia Reem T, Mandour Asmaa A
Pharmacology and Toxicology and Biochemistry Department, Faculty of Pharmacy, Future University in Egypt (FUE), Cairo, 11835 Egypt.
Pharmaceutical Chemistry Department, Faculty of Pharmacy, Future University in Egypt (FUE), Cairo, 11835 Egypt.
Futur J Pharm Sci. 2023;9(1):15. doi: 10.1186/s43094-023-00464-6. Epub 2023 Feb 23.
Team-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students' feedbacks were collected via post-lecture survey.
The study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students' decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation.
The students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.
基于团队的学习（TBL）为卫生保健教育提供了一种先进的教学方法；其特点是作为一种互动式教学环节，让学习小组以团队形式共同协作，讨论并将所学知识应用于特定临床场景。以下研究旨在评估TBL策略对学生理解能力和所学知识的影响，以便更好地应用和整合知识。该研究的目的是通过在讲座中采用TBL教学法，提高药学专业学生实现学习成果的技能。通过讲座后调查收集学生反馈。
该研究应用于埃及未来大学2021/2022学年第一学期为期两周讲座中的药学专业学生，涉及两门课程：药理学III（4年级）和药物化学I（3年级）。所选主题相关的预习材料在实际讲座前已提前发布在每门课程的慕课页面上，供学生预习，包括药理学课程中的生长激素、性激素及其相关疾病，以及药物化学课程中的新冠病毒疾病管理。TBL讲座开始时将学生分成小组，然后进行准备情况保证测试，先进行个人准备情况保证测试，然后应用团队准备情况保证测试概念测试。通过解决相关临床病例评估学生的决策技能和问题解决能力。在讲座过程中，通过讲师与学生之间的公开讨论，所有学习成果都在最大程度的参与和互动中得以实现。共有116名学生参与了调查，他们确认与用普通方法讲授的其他主题相比，他们对TBL讲座更满意、理解更好且参与度更高。超过一半的学生推荐TBL方法以获得更好的理解和参与度。
学生对基于团队的授课方式评价很高。此外，还提出了相关建议，旨在增加课程中TBL讲座的比例，因为这有助于他们在高参与度的情况下更专注地学习。
