Team-based Learning in Pharmacy: The Faculty Experience

Abstract

Aim. To assess faculty perceptions and experiences when implementing Team-Based Learning (TBL) across a pharmacy curriculum. Study Design. A total of 19 faculty participated in a series of individual semi-structured interviews that allowed freedom of discussion within a structured framework of inquiry. Data were transcribed, coded using NVivo and analyzed to establish common themes. Participant quotations were chosen to reinforce the themes and give a voice to the participants. Findings and Discussion. The benefits of TBL were perceived to be enhanced student engagement, peer learning, increased faculty enjoyment of teaching, and student development of transferable skills. Challenges included increased initial workload, writing effective application exercises, and facilitating learner-centered classes. TBL may be useful in optimizing course content to ensure outcomes and activities focus on important concepts. Peer learning appears to benefit student learning. TBL may help equip students with valuable transferable skills. TBL requires an initial upfront investment in faculty development and time to prepare resources. A student-centered approach to learning may be daunting for faculty and require new skill sets. Conclusions. Faculty described their support for TBL, concluding that the pedagogical benefits of engaging students in active learning, the development of transferable skills for the workplace, and the personal satisfaction felt after a TBL class, outweigh the initial challenges of transitioning to TBL.

A scoping review of health professional curricula: Implications for developing integration in pharmacy

“…Team-Based Learning: Team-Based Learning (TBL) is an evidence-based collaborative learning strategy designed around units of instruction, that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise [49][50][51][52][53][54] .…”

“…Integration may also be described through themes for integration including systems-based teaching 46,47 , stages of life 47 , cross-cutting themes and the use of a topic, such as anatomy 47 . Some teaching and learning approaches are integrative including, case-based learning 2,48 , teambased learning [49][50][51][52][53][54] , problem-based learning 5,55,56 , enquiry-based learning [56][57][58] and through experiential learning 2,21,25 .…”

Determining Indicators of High-Quality Application Activities for Team-Based Learning

“…The use of TBL in US colleges and schools of pharmacy has been described, including factors affecting implementation 2 and perceptions of fac-ulty members on educational outcomes. 2,3 Pharmacy TBL studies have focused on student knowledge attainment and progression, [4][5][6][7][8][9][10][11][12] student perceptions, 10,[13][14][15][16][17] professionalism, 18,19 teamwork skills, 4,[18][19][20] student performance on individual readiness assurance tests (iRATs) and team readiness assurance tests (tRATs), [21][22][23] student engagement and critical-thinking abilities, 24 individual variability in learning, 25 and use of feedback on TBL exercises and activities. 26 A primary goal in TBL is to move beyond content coverage and ensure that students have the opportunity to practice using course concepts to solve the kinds of problems they will likely face in the future.…”

“…1 One of the biggest difficulties for TBL instructors is creating effective group assignments that promote deep thinking and engaged, content-focused discussion. 3,27,28 In health professions education, instructors should use authentic problems that require students to make decisions like those encountered in the clinical arena. 29 Understandably, some application activities meet with more success than others.…”