Lessons from the trenches: Implementing team-based learning across several courses

Remington, Tami L.; Hershock, Chad; Klein, Kristin C.; Niemer, Rachel K.; Bleske, Barry E.

doi:10.1016/j.cptl.2014.09.008

Cited by 15 publications

(18 citation statements)

References 22 publications

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“…However, in the context of multiple courses and multiple instructors, this variability can have negative effects on student learning, especially for students who struggle to develop effective learning habits while adjusting to constant change. Our findings support other research observations that students value predictable structure in learning activities and that some level of consistency within and across courses is necessary . Further, this study demonstrates the need for institutions to consider and examine multiple course redesigns at the curricular level.…”

Section: Discussionsupporting

confidence: 87%

“…In other words, minor problems become major obstacles to learning as the model is scaled across the curriculum. In our review of the literature, we found only one recent study of a large‐scale curriculum transformation using elements of classroom flipping, which, similarly to our findings, also identified a number of challenges for both instructors and students …”

Section: Discussionsupporting

confidence: 82%

“…Curriculum‐wide adoption of the flipped classroom should be accompanied by a thorough analysis of the total time and effort required of students in and out of the classroom for all concurrent courses. Like Remington et al ., we found that instructors tend to underestimate student workload and therefore the use of actual time and workload data is recommended.…”

Section: Discussionmentioning

confidence: 53%

“…The issues of increased workload for students associated with self‐directed pre‐class learning and specifically the length of video lectures have been noted in a number of studies . Our study suggests that the cumulative workload of multiple concurrent flipped courses quickly becomes overwhelming and stressful.…”

Section: Discussionmentioning

confidence: 64%

“…Growing research evidence highlighting the pedagogical advantages of the flipped classroom has led to calls for the broader implementation of this model across multiple courses and over entire curricula . However, there is a striking paucity of research examining such large‐scale implementations . Given the limited understanding of the implications of the large‐scale adoption of the flipped classroom, it is timely to examine how multiple concurrent flipped courses can impact student learning.…”

Section: Introductionmentioning

confidence: 99%

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Student experiences across multiple flipped courses in a single curriculum

et al. 2015

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Analysis of data from 10 flipped courses provided insight into common patterns of student learning experiences specific to the flipped learning model within a single curriculum. The study points to the challenges associated with scaling the implementation of the flipped classroom across multiple courses. Several core elements critical to the effective design and implementation of the flipped classroom model are identified.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 53%

Section: Discussionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

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Student experiences across multiple flipped courses in a single curriculum

et al. 2015

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Implementing and evaluating virtual patient cases within a team‐based learning pedagogy in a therapeutics course sequence

Mohammad

Ellingrod

Bleske

2018

J Am Coll Clin Pharm

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Introduction Accreditation Council for Pharmacy Education (ACPE) requires that pharmacy curriculum stresses active learning. This allows students to listen, read, write, discuss, and reflect on their approach to course content through various methods. ACPE advocates use of innovative, active learning teaching methods to develop necessary skills students need to problem‐solve, think critically, and effectively work as a team. We have successfully implemented team‐based learning (TBL) throughout therapeutics curriculum; however, there is still a critical need for students to practice what they have learned through an interactive fashion. Use of virtual patients has been previously evaluated in non‐TBL courses and has resulted in improved student learning. Thus, using virtual technology could bridge the gap between TBL and providing “real‐life” patient‐centered care. Objectives To evaluate short‐term learning outcomes and student perception of implementing virtual simulation within a TBL therapeutics course series. We expect that virtual simulation will add another unique action‐based learning experience within TBL. Methods Faculty developed virtual patient cases using branched‐outcome decision‐making processes and integrated them into six TBL sessions throughout the therapeutic courses in the second (two sessions) and third years (four sessions) of pharmacy school. Students completed virtual patient cases in groups and pre‐simulation/post‐simulation assessments were completed. Assessments and activity evaluation were used to measure student learning and perceptions. Pre‐simulation/post‐simulation assessments included 12 lower‐level and 9 higher‐level learning questions. Results Use of virtual patient cases resulted in significantly higher post‐simulation scores compared with pre‐simulation scores (P < 0.001). Increases in student's learning of lower‐ and higher‐level domains (P = 0.02 and P = 0.11, respectively) were observed. Seventy‐four percent of students agreed that virtual cases were effective in learning therapeutic clinical application, and 80% believed these cases stimulated their critical thinking. Conclusion Integrating virtual patient cases into curriculum may enhance student's ability to critically think and apply their knowledge to real health care world.

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