title: Team-based learning in pharmacotherapeutics.
abstract: OBJECTIVE
  To compare student examination performance in pharmacotherapeutics before and after implementation of team-based learning.
  
  
  METHODS
  After the traditional lecture and workshop method for teaching pharmacotherapeutics was replaced with team-based learning in January 2009, students were expected to come to class having read assigned chapters in order to successfully complete an individual quiz, a group quiz, and group application exercises.
  
  
  RESULTS
  Student learning was assessed using performance on individual quizzes, group quizzes, and the examination at the end of the psychiatry module. Students performed as well on the examination at the end of the module as they did prior to team-based learning implementation.
  
  
  CONCLUSIONS
  Substituting team-based learning for traditional lecture ensured that students prepared for class and increased student participation in class discussions.
authors.affiliation: Drake University College of Pharmacy & Health Sciences, 2507 University Avenue, Des Moines, Iowa 50311, USA. sarah.grady@drake.edu
authors.forename: Sarah E
authors.initials: SE
authors.lastname: Grady
mesh_terms: D003299:Cooperative Behavior; D003479:Curriculum; D004358:Drug Therapy; D004512:Education, Pharmacy / Q000379:methods* / Q000592:standards; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D007858:Learning; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods*