The impact of team-based learning on the critical thinking skills of pharmacy students

Silberman, Dave; Carpenter, Rob E.; Takemoto, Jody K.; Coyne, Leanne

doi:10.1016/j.cptl.2020.09.008

Cited by 44 publications

(55 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our study data indicate that including team activities and using a TBL format promotes engagement and is considered helpful by participants for accreditation self-study preparation. Our data align with findings from TBL research studies conducted in an educational setting which also demonstrated that implementation of TBL resulted in increased engagement [ 14 , 15 , 16 , 17 ]. Other benefits of using TBL include that it promotes knowledge retention, collaboration, and a sense of shared responsibility [ 21 , 22 ].…”

Section: Discussionsupporting

confidence: 88%

See 1 more Smart Citation

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

2021

View full text Add to dashboard Cite

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

show abstract

Section: Discussionsupporting

confidence: 88%

“…Team Based Learning (TBL) is a constructivist pedagogical approach that has been successfully implemented in various Doctor of Pharmacy programs and in other educational settings [ 14 , 15 , 16 , 17 ]. Multiple studies have demonstrated that TBL pedagogy promotes student engagement [ 17 , 18 , 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

2021

View full text Add to dashboard Cite

show abstract

“…9,10 TBL also promotes other outcomes important to practicing pharmacists such as improved communication, critical thinking, and effective preparation to manage clinical situations with increased confidence. [10][11][12][13] Engagement is a key component to TBL's success. 14 Social characteristics of how student engagement manifests in TBL is less understood.…”

Section: Introductionmentioning

confidence: 99%

The Student Engagement Effect of Team-Based Learning on Student Pharmacists

Carpenter

Silberman

Takemoto

2022

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

The objective of this research was to expand the perspective of student engagement by qualitatively examining how student pharmacists experienced engagement using team-based learning (TBL) pedagogy. Methods. A qualitative case study was adopted. Data were obtained from a purposeful and convenience sampling of student pharmacists (n=14) through semi-structured interviews. Initial data analysis identified common themes, followed by oriented coding of the common themes to the focal concepts of predetermined engagement components. Results. Seven common themes arose from this research: 1) accountability; 2) communication; 3) conflict; 4) learning; 5) preparation; 6) purpose; and 7) teamwork. Results indicated student pharmacists in TBL pedagogy primarily experience student engagement through a relate (41%) component, followed by donate (32%) and create (27%). Conclusion.Findings in this study are consistent with other research that implicates TBL pedagogy, at least in part, a conduit for building student pharmacists' engagement skills. The novelty of this research is that it characterizes the subjective construal underlying engagement in TBL by recognizing the relate component most important for developing student pharmacists' engagement skills. 1

show abstract

“…There is sufficient evidence suggesting team-based learning, peer-to-peer teaching, and collaborative learning enhances knowledge and critical thinking skills among students. [14][15][16][17][18] For these reasons, many schools of pharmacy have integrated these methods of active learning among their various curricula. An evaluation in 2013 demonstrated that over one-third of schools of pharmacy had implemented components of team-based learning.…”

Section: An Overview Of the Benefits And Limitations Of Petsmentioning

confidence: 99%

A Practical Review for Implementing Peer Assessments Within Teams

Yang

Brown

Gilmore

et al. 2022

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

The objective of this review is to maximize the utility of in administering peer assessments in teamwork settings in professional pharmacy curricula. Findings. There is a lack of best practices for using peer assessments in the academic setting. The studies reviewed used peer assessments of team for formative and summative assessment, assessing teamwork at limited number of time points to multiple time points; attaching student names to the assessment or being anonymous, and with explanation of why the tool was being used to no explanation. Conclusion. To get the best use of peer assessments, instructors must define the purpose for their use, explain the purpose of teamwork, orient students to the tool being used, assess teamwork over time and provide feedback, minimize grades associated with the assessment, and use partial anonymity when collecting feedback.

show abstract

The impact of team-based learning on the critical thinking skills of pharmacy students

Cited by 44 publications

References 19 publications

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

The Student Engagement Effect of Team-Based Learning on Student Pharmacists

A Practical Review for Implementing Peer Assessments Within Teams

Contact Info

Product

Resources

About