Comparison of Student Learning Using a Traditional Lecture-based Pedagogy Versus a Team-based Learning Pedagogy
Type of Submission
Poster
Keywords
Team-based learning, TBL, medicinal chemistry, pharmacology, active learning, pedagogy
Abstract
Objective: To compare pharmacy student learning in an integrated pharmacology and medicinal chemistry course utilizing traditional lecture-based pedagogy versus utilizing team-based learning (TBL) pedagogy.
Methods: An integrated pharmacology and medicinal chemistry course offered in the first year of the professional pharmacy program at Cedarville University School of Pharmacy was delivered in two different academic years utilizing two different pedagogies: traditional lecture-based pedagogy and TBL pedagogy. Student learning was assessed with exams consisting primarily of multiple choice questions alongside a few short answer questions. The exams consisted of 5-6 questions per hour of class time. The exams utilized the same questions across both academic years.
Results: There was significant improvement in the performance of the students in a TBL course format compared to that in a traditional lecture-based format. The average mean over five exams was 11.45% higher in the group who took the course in the TBL format (range 6.90-15.50%).
Conclusions: Team-based learning is an effective collaborative learning strategy for instruction in pharmacology-medicinal chemistry. The effectiveness of this pedagogy was demonstrated by the significant improvement in student performance in the course.
Campus Venue
Stevens Student Center
Location
Cedarville, OH
Start Date
4-1-2015 11:00 AM
End Date
4-1-2015 2:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comparison of Student Learning Using a Traditional Lecture-based Pedagogy Versus a Team-based Learning Pedagogy
Cedarville, OH
Objective: To compare pharmacy student learning in an integrated pharmacology and medicinal chemistry course utilizing traditional lecture-based pedagogy versus utilizing team-based learning (TBL) pedagogy.
Methods: An integrated pharmacology and medicinal chemistry course offered in the first year of the professional pharmacy program at Cedarville University School of Pharmacy was delivered in two different academic years utilizing two different pedagogies: traditional lecture-based pedagogy and TBL pedagogy. Student learning was assessed with exams consisting primarily of multiple choice questions alongside a few short answer questions. The exams consisted of 5-6 questions per hour of class time. The exams utilized the same questions across both academic years.
Results: There was significant improvement in the performance of the students in a TBL course format compared to that in a traditional lecture-based format. The average mean over five exams was 11.45% higher in the group who took the course in the TBL format (range 6.90-15.50%).
Conclusions: Team-based learning is an effective collaborative learning strategy for instruction in pharmacology-medicinal chemistry. The effectiveness of this pedagogy was demonstrated by the significant improvement in student performance in the course.
