Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning
American Journal of Pharmaceutical Education
PubMed Central® ID
Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course.
Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences.
Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities.
Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.
Team-based learning, self-care, pharmacy students, confidence
Frame, Tracy R.; Gryka, Rebecca J.; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; and Chen, Aleda M.H., "Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning" (2016). Pharmaceutical Sciences Faculty Publications. 169.