Academic achievements and students’ satisfaction of pharmacy students between Team-Based Learning versus Traditional Lecture-Based Learning in pharmacotherapy of cardiac arrhythmias
Keywords:learning outcomes, team-based learning, Students' satisfaction, pharmacy, lecture-based learning
Objectives: The study aimed to compare students’ knowledge and satisfaction with the two teaching methods, team-based learning (TBL) vs. traditional lecture-based learning, in fourth-year pharmacy students. Pharmaceutical Care students were assigned to the TBL and Pharmaceutical Science students were assigned to the traditional-lecture based learning.
Materials and methods: The study document was circulated to students a week in advance for preparation. The traditional lecture group listened to the presentations and discussions. The TBL group started with an individual test, followed by a team test, appeal, and knowledge application. Student satisfaction was assessed after class in both groups. Ten multiple-choice questions were used to evaluate their knowledge during the exam.
Results: The TBL group had higher exam scores compared to the traditional lecture group (6.85 + 1.53 vs. 5.17 + 1.67, p < 0.05). Both groups were satisfied with the information provided by the teacher in the classroom (p = 0.94). However, the TBL group was more satisfied with several aspects of the teaching and learning experiences, such as improving thinking skills for solving problems, enthusiastic to learn, and engaging learning environments than the traditional lecture group (p < 0.05).
Conclusions: The TBL method enhances knowledge and pharmacy students responded positively to the TBL method. Therefore, the TBL-method should be implemented in other subjects to enhance student learning outcomes.
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