Pharmaceutical Sciences Faculty Publications

Comparison of Student Confidence and Perceptions of Biochemistry Concepts Using a Team-based Learning Versus Traditional Lecture-based Format

Document Type

Article

Publication Date

3-2017

Journal Title

Currents in Pharmacy Teaching and Learning

Volume

9

Issue

2

First Page

302

Last Page

310

DOI

https://doi.org/10.1016/j.cptl.2016.11.020

Abstract

Purpose: To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities.

Educational Activity: Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities.

Findings: All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester.

Summary: Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning.

Keywords

Team-based learning, biochemistry, pharmacy students, confidence

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