Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students' perceptions

Abstract

Background: Team-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students' feedbacks were collected via post-lecture survey.

Results: The study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students' decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation.

Conclusion: The students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

Keywords: Interactive learning; Medicinal chemistry; Pharmacology; Readiness assessment test; Team-based learning.

Fig. 1

A schematic representation of methodology design for TBL lectures. iRAT: Individual Readiness Assessment Test, tRAT; Team Readiness Assessment Test, TBL: team-based learning

Fig. 2

The effect of iRAT and tRAT on TBL. Data are presented as mean ± SD. n = 116. iRAT: Individual Readiness Assessment Test, tRAT: Team Readiness Assessment Test, TBL: team-based learning, where 1 is the least and 5 is the most

Fig. 3

The students’ opinions about the learning process in teams. Data are presented as mean ± SD. n = 116, where 1 is the least and 5 is the most

Fig. 4

Different factors influencing the TBL sessions. Data are presented as mean ± SD. n = 116. TBL: Team-based learning, where 1 is the least and 5 is the most

Fig. 5

The students’ opinions regarding comparing the normal lecture with team-based learning. Data are presented as mean ± SD. n = 116. TBL: team-based learning, where 1 is the least and 5 is the most

Fig. 6

Pie chart showing the students’ suggestions to lead the way to more engaging lectures