Korayem Ghazwa B, Alghamdi Albandari A, Aljuhani Ohoud, Ivy Delaney, Alhubaishi Alaa A, Alkofide Hadeel
Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia.
Pharmaceutical Care Division, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia.
Saudi Pharm J. 2024 Apr;32(4):102017. doi: 10.1016/j.jsps.2024.102017. Epub 2024 Feb 27.
Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students' outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods.
This systematic review and meta-analysis included studies that assessed students' performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023.
A total of 11 studies comparing TBL against traditional teaching methods and assessing students' performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [-0.85, 5.40]). However, notable heterogeneity was observed with an value of 82 %, and the observed difference did not reach statistical significance.
TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students' performance and engagement, skills development, and satisfaction.
全球有几所药学院在其课程中实施了基于团队的学习（TBL）。然而，与传统教学相比，TBL在改善药学教育中学生学习成果方面的有效性尚未得到综合评估。因此，本荟萃分析的目的是比较药学课程中实施基于团队的学习（TBL）与传统学习方法后药学专业学生的表现。
本系统评价和荟萃分析纳入了评估药学课程中实施TBL后学生表现的研究。按照系统评价和荟萃分析的首选报告项目（PRISMA）指南，该评价在Embase、MEDLINE和谷歌学术上进行检索，直至2023年7月26日。
共纳入了11项比较TBL与传统教学方法并评估学生表现的研究。汇总分析涉及来自10项研究的2400名学生，结果显示有利于TBL的平均差异（MD）（MD = 2.27，95% CI [-0.85，5.40]）。然而，观察到显著的异质性，I²值为82%，观察到的差异未达到统计学显著性。
与传统教学相比，TBL在药学教育中表现出学生成绩有所提高，尽管差异没有统计学显著性。荟萃分析结果支持在药学教育中对各类药学课程（药学和临床科学课程）以及不同层次的学生使用TBL。然而，需要更有力的研究来全面评估TBL，考虑学生表现和参与度、技能发展以及满意度等方面。
