Student perception and satisfaction with the implementation of team-based learning in a landmark trials elective course

Objectives: Team-based learning (TBL) is a form of active learning that integrates smalls groups of students working together to complete an assignment.  The purpose of this study is to evaluate students’ perceptions and satisfaction with the implementation of TBL, and to compare student self-reported classroom engagement with TBL versus non TBL class sessions.

Methods: This was a prospective study over one quarter throughout the fall semester.  TBL was piloted in an elective course entitled “Landmark Trials in Primary Care.”  First, students were organized into permanent groups.  Each TBL class began with an individual readiness assurance test where students individually took an in-class test based on course pre-readings.  Next, students turned in their answers and retook the same test as a team.  Lastly, the instructor provided a brief review of pre-class reading assignments.  Descriptive statistics were used to report results for items on the post-course survey that did not appear on the pre-course survey. Wilcoxon Signed-rank will be used to compare the matched results on the pre- and post-course survey for identical questions and to compare the student engagement survey results for TBL sessions and non TBL sessions.

Results: Seventeen students enrolled in the ten week course, which included two TBL sessions on weeks seven and nine.  Based on the post-course survey, a greater percentage of students both agreed and strongly agreed that TBL should continue to be utilized in elective courses (60.0%) and that TBL should continue to be utilized in other required courses (60.0%).  Additionally, 50% of students agreed that TBL should continue to be utilized for more than two of the nine classes in this course, and 50% of students disagreed.    

Conclusion: The results of the study will help to provide implications on the possible role of TBL in pharmacy education.