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Tytuł:
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Impact of supplemental individual verbal defense on confidence, engagement, and performance in a team-based learning therapeutics course.
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Autorzy:
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Allen JM; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 6550 Sanger Road, Suite 420G, Orlando, FL 32827, United States; Department of Internal Medicine, University of Central Florida College of Medicine, Orlando, FL 32827, United States. Electronic address: .
Egelund EF; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 580 W. 8th Street, Jacksonville, FL 32209, United States. Electronic address: .
Santevecchi BA; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: .
Venugopalan V; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: .
Whalen K; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: .
Patel PN; Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: .
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Źródło:
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Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2021 Feb; Vol. 13 (2), pp. 152-158. Date of Electronic Publication: 2020 Oct 09.
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Typ publikacji:
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Journal Article
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Język:
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English
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Imprint Name(s):
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Original Publication: New York : Elsevier
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MeSH Terms:
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Education, Pharmacy*
Students, Pharmacy*
Cross-Sectional Studies ; Educational Measurement ; Humans ; Problem-Based Learning
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Contributed Indexing:
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Keywords: Distance campus; Education; Individual assessment; Pharmacy; Team-based learning
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Entry Date(s):
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Date Created: 20210117 Date Completed: 20211027 Latest Revision: 20211027
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Update Code:
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20240105
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DOI:
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10.1016/j.cptl.2020.09.010
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PMID:
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33454072
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Background and Purpose: Team-based learning (TBL) has been successfully applied to multiple healthcare education disciplines. A primary tenet of TBL is the development of solutions leveraging the collective knowledge of a team rather than the individual competency of any one student. In an effort to enhance individual student accountability, an individual verbal defense (IVD) format was implemented in a multi-campus TBL-based pharmacotherapeutics course. The study sought to investigate the use of TBL-IVD embedded within a traditional TBL format on student engagement, teaching style preferences, and exam performance compared to a TBL-only format.
Educational Activity and Setting: In this cross-sectional study, second-year pharmacy students enrolled in a pharmacotherapeutics course during fall 2019 completed an 11-item survey. The survey was designed to assess TBL-IVD on student engagement and teaching style preference. Free-response qualitative feedback was solicited to assess positive-negative themes related to the activity. Aggregate exam performance for community-acquired pneumonia (CAP) related content was compared to historical exam data to assess the impact on student performance.
Findings: The majority of students (72%, n = 54) preferred the TBL-IVD compared to a TBL-only format. Students reported higher engagement with TBL-IVD (84%, n = 63). Correct exam responses for CAP related content were higher in the TBL-IVD group (67% vs. 55%, P < .001). Positive themes included an increased opportunity to defend recommendations verbally and increased interaction with an on-campus faculty member.
Summary: The study demonstrates the addition of IVD can enhance student perceptions, confidence, and performance within a large, multi-campus, TBL-based pharmacotherapeutics course.
Competing Interests: Declaration of Competing Interest None.
(Copyright © 2020 Elsevier Inc. All rights reserved.)
