title: A multiyear analysis of team-based learning in a pharmacotherapeutics course.
abstract: OBJECTIVE
  To evaluate the impact of team-based learning (TBL) in a pharmacotherapeutics course on pharmacy students' ratings of faculty instructors and the course, and to assess students' performance after implementation of team-taught TBL.
  
  
  METHODS
  Teaching methodology in a pharmacotherapeutics course was changed from a lecture with recitation approach in 2 semesters of a 6 credit-hour course to a TBL framework in a 3-semester 3+4+5 credit hour course. The distribution of faculty of instruction was changed from 4 faculty members per week to 1 faculty per 1-credit-hour module. TBL consisted of preclass study preparation, readiness assurance (Individual Readiness Assessment Test and Group Readiness Assessment Test), and in-class application exercises requiring simultaneous team responses.
  
  
  RESULTS
  Retrospective analysis of student ratings of faculty and instructional methods was conducted for the 2 years pre-TBL and 4 years during TBL. Final course grades were evaluated during the same time period. Student ratings showed progressive improvements over 4 years after the introduction of team-based learning. When aggregated, ratings in the "excellent teacher" category were unchanged with TBL compared to pre-TBL. Improvements in faculty instructor approaches to teaching were noted during TBL. Group grades were consistently higher than individual grades, and aggregate course grades were similar to those prior to TBL implementation.
  
  
  CONCLUSIONS
  Implementation of TBL in a pharmacotherapeutics course series demonstrated the value of team performance over individual performance, indicated positive student perceptions of teaching approaches by course faculty, and resulted in comparable student performance in final course grades compared to the previous teaching method.
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: June Felice
authors.initials: JF
authors.lastname: Johnson
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Edward
authors.initials: E
authors.lastname: Bell
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Michelle
authors.initials: M
authors.lastname: Bottenberg
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Darla
authors.initials: D
authors.lastname: Eastman
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Sarah
authors.initials: S
authors.lastname: Grady
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Carrie
authors.initials: C
authors.lastname: Koenigsfeld
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Erik
authors.initials: E
authors.lastname: Maki
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Kristin
authors.initials: K
authors.lastname: Meyer
authors.affiliation: Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa.
authors.forename: Chuck
authors.initials: C
authors.lastname: Phillips
authors.affiliation: Fort Sanders Regional Medical Center, Knoxville, Tennessee ; Author affiliation at time of study was Drake University.
authors.forename: Lori
authors.initials: L
authors.lastname: Schirmer
mesh_terms: D015331:Cohort Studies; D003479:Curriculum / Q000592:standards / Q000639:trends; D004512:Education, Pharmacy / Q000592:standards* / Q000639:trends; D004521:Educational Measurement / Q000592:standards; D006801:Humans; D010601:Pharmacology, Clinical / Q000193:education* / Q000639:trends; D018794:Problem-Based Learning / Q000592:standards*; D012189:Retrospective Studies; D013339:Students, Pharmacy
keywords: faculty performance; pharmacotherapeutics; student evaluations; student performance; team-based learning