Student perceptions of team-based learning activities in a critical care elective as preparation for advanced practice pharmacy experiences

Purpose:   To evaluate student perceptions of team-based learning (TBL) activities implemented in a critical care elective as preparation for advance pharmacy practice experiences (APPEs) and to evaluate if those perceptions change over time. 

Methods: Spring 2011, TBL was implemented in a critical care elective, a two credit-hour elective offered to P3 students.  Group instruction feedback technique (GIFT) was completed while students were enrolled in the course.  Students were then surveyed at two different time points during APPEs, after three and eight APPEs.  Via survey, student perceptions of TBL activities as preparation for APPE rotations (Likert scale, 5=strongly agree and 1=strongly disagree) as well as ranking activities from most-to-least helpful (1=most to 8=least) were collected.  Descriptive statistics were used to summarize results (mean for Likert scale and mode for rank).

Results:   A total of fifteen students (100%) completed both the GIFT and first survey, and eight students (53%) completed the final survey.  Through the GIFT, students identified reading assignments as a “burden” and not as an element that enhanced learning in the classroom.  Subsequently, students acknowledged that reading assignments provide skills for APPEs (mean 4.21, 4.25) and ranked reading assignments as the most helpful activity.  In-class assignments, individual- and team-readiness assessments and team case presentations were perceived as helpful throughout the study.  Perceptions of team case presentations as being helpful transformed over the course of APPEs (mode 5 to 3).  Peer and self assessments provided skills (mean 3.50, 4.00; 3.50, 4.13, respectively) but were ranked as the least helpful activities.  

Conclusions:    Reading assignments resulted in the largest conversion in student perceptions of a TBL activity, from didactic to clinical setting.  Overall, student perceptions of all TBL activities were favorable with respect to providing skills that helped prepare them for APPEs. Those perceptions remained relatively constant over the course of APPEs.