Effectiveness of a Team-Based Learning exercise in the learning outcomes of a medical pharmacology course: insight from struggling students

Carrasco, Gonzalo; Behling, Kathryn C.; Gentile, Matthew; Fischer, Bradford D.; Ferraro, Thomas N.

doi:10.1007/s00210-021-02093-3

Cited by 3 publications

(5 citation statements)

References 17 publications

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“…These results suggest that TBL improves medical students’ interest in learning and their learning abilities. Students benefit from the implementation of TBL since TBL reduces the disparity in knowledge acquisition among them and encourages students to solve problems together ( Burgess et al, 2014 ; Carrasco et al, 2021 ). As a result, students who may struggle with specific content have better performance with the help of group members and are more satisfied with TBL.…”

Section: Discussionmentioning

confidence: 99%

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

Xiao

Ren²,

Chen³

et al. 2023

Front. Pharmacol.

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Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students.

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Section: Discussionmentioning

confidence: 99%

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

Xiao

Ren²,

Chen³

et al. 2023

Front. Pharmacol.

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“…26 It appears to be more beneficial to low-performing students as it may assist these students to organize their independent study time more efficiently. 27,28 Because of the voluminous nature of pharmacology TBL also provides the environment whereby team members can exchange strategies for memorizing drug names, mechanisms and side effects that may be otherwise hard to individually achieve. Through several studies, TBL has been shown to be as effective, and sometimes, better that the traditional lecture-based approach of teaching pharmacology (Table 1).…”

Section: Team-based Learningmentioning

confidence: 99%

“…Better group performance during TBL, significant improvement in quiz performance in selected areas, unchanged in others Kim et al 27 An integrated clinical pharmacology course was designed and taught using TBL approach to first year medical students More positive perception in post-course survey, and significant improvement in test performance for otherwise low-achieving students Carrasco et al 28 A long-term study to determine the effect of implementing a single TBL iRAT exercise in a pharmacology for medical students…”

Section: Study Design and Description Major Outcomesmentioning

confidence: 99%

“…When used in undergraduate medical pharmacology, TBL has been reported to elicit positive feedback from students and improved test performance 26 . It appears to be more beneficial to low‐performing students as it may assist these students to organize their independent study time more efficiently 27,28 . Because of the voluminous nature of pharmacology TBL also provides the environment whereby team members can exchange strategies for memorizing drug names, mechanisms and side effects that may be otherwise hard to individually achieve.…”

Section: Improving Pharmacology Teaching/educationmentioning

confidence: 99%

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Pharmacology education in the medical curriculum: Challenges and opportunities for improvement

Fasinu,

Wilborn

2024

Pharmacology Res & Perspec

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The knowledge and application of pharmacology is essential for safe prescribing and administration of drugs. In this narrative review, the challenges to pharmacology education in the medical curricula were broadly identified to include issues around content and pedagogies. The increasing number of approved drugs and drug targets, expanding field of pharmacology and the often‐changing treatment guidelines and board‐defined competencies can make pharmacology education in the medical curriculum daunting. There has been a consensus around the deployment of innovative medical curricula with emphasis on vertical and horizontal integration. This strategy, effective as it has been, presents new challenges to pharmacology education. As a discipline often perceived by students to be hard‐to‐learn, the future of pharmacology education must include heavy reliance on active learning strategies. The continuing utilization of problem‐based, team‐based and case‐based learning can be complemented with personalized learning which aims to identify the learning gaps in individual students. Technology‐inspired student engagement can foster pharmacology learning and retention. Early exposure to pharmacology from premedical preparation through an enduring across‐the‐level integration can be an effective way to enhance pharmacology learning in the medical curricula.

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“…TRATs assisted students with concept reinforcement through communication and teamwork. Team-based learning has been associated with improvement in student assessment performance, particularly in the case of the students who are comparatively weaker performers in conventional lecture environments [17,18]. It is possible that the incorporation of non-traditional assessment techniques in pharmacy calculations can enhance students' course experiences by providing them an alternative way of practicing course content and achieving content mastery.…”

Section: Correlation Interpretations and Cohort Comparisionsmentioning

confidence: 99%

Impact of LMS-mediated readiness assurance testing on performance in pharmacy calculations

Bell

2022

Discov Educ

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Objective Readiness assurance testing has enjoyed increased use as a tool for the delivery and reinforcement of pharmacy concepts. This study was conducted to determine the influence of the readiness assurance test (RAT) on major examination outcomes in pharmacy calculations. Methods The Blackboard Learning Management System was identified as an efficient platform for RAT implementation. The outcomes of three consecutive offerings of pharmacy calculations were compared. Cohorts 1 and 2 were exposed to recitation and standard assessments in lecture and laboratory sessions. Cohort 3 was additionally administered weekly individual (IRAT) and team (TRAT) readiness assurance tests for concept areas. All cohorts were exposed to a common comprehensive final exam. Results Significant differences were observed in major lecture exam scores among cohorts. Cohort 3’s mean final exam score was significantly greater than that of Cohort 1, which received the most conventional method of subject delivery. Students feedback was generally positive regarding use of RAT. Conclusions Use of RAT assessment was positively associated with final exam score outcomes in pharmacy calculations, including a positive shift in final exam score distribution in Cohort 3. Use of RAT promotes increased student exposure to conceptual material and instruction in pharmacy calculations.

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Effectiveness of a Team-Based Learning exercise in the learning outcomes of a medical pharmacology course: insight from struggling students

Cited by 3 publications

References 17 publications

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

Multidimensional evaluation of teaching strategies for pharmacology based on a comprehensive analysis involving 21,269 students

Pharmacology education in the medical curriculum: Challenges and opportunities for improvement

Impact of LMS-mediated readiness assurance testing on performance in pharmacy calculations

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