Pharmaceutical Sciences Faculty Publications

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

Document Type

Article

Publication Date

4-2016

Journal Title

American Journal of Pharmaceutical Education

ISSN

1553-6467

Volume

80

Issue

3

First Page

1

Last Page

10

Article Number

46

DOI

dx.doi.org/10.5688/ajpe80346

PubMed ID

27170817

PubMed Central® ID

PMC4857641

Abstract

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.

Keywords

Team-based learning, self-care, pharmacy students, confidence

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