title: Team-based learning to improve learning outcomes in a therapeutics course sequence.
abstract: OBJECTIVE
  To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence.
  
  
  METHODS
  A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format.
  
  
  RESULTS
  One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups.
  
  
  CONCLUSIONS
  Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Barry E
authors.initials: BE
authors.lastname: Bleske
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Tami L
authors.initials: TL
authors.lastname: Remington
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Trisha D
authors.initials: TD
authors.lastname: Wells
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Michael P
authors.initials: MP
authors.lastname: Dorsch
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Sally K
authors.initials: SK
authors.lastname: Guthrie
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Janice L
authors.initials: JL
authors.lastname: Stumpf
authors.affiliation: University of Michigan Residential College.
authors.forename: Marissa C
authors.initials: MC
authors.lastname: Alaniz
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Vicki L
authors.initials: VL
authors.lastname: Ellingrod
authors.affiliation: College of Pharmacy, University of Michigan.
authors.forename: Jeffrey M
authors.initials: JM
authors.lastname: Tingen
mesh_terms: D003479:Curriculum / Q000592:standards; D004512:Education, Pharmacy / Q000379:methods* / Q000592:standards; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D006126:Group Processes; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods* / Q000592:standards; D013339:Students, Pharmacy
keywords: active learning; assessment; pharmacotherapy; team-based learning