Using team-based learning in an endocrine module taught across two campuses.
OBJECTIVE
To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses.


METHODS
Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole.


RESULTS
Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results.


CONCLUSIONS
TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.
Letassy
Nancy A
NA
College of Pharmacy, University of Oklahoma, Oklahoma City, OK 73126-0901, USA. nancy-letassy@ouhsc.edu
Fugate
Susan E
SE
Medina
Melissa S
MS
Stroup
Jeffrey S
JS
Britton
Mark L
ML
D003162:Competency-Based Education; D003299:Cooperative Behavior; D020375:Education, Distance; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods; D015397:Program Evaluation; D012580:Schools, Pharmacy; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods*