title: Assessment of students' satisfaction with a student-led team-based learning course.
abstract: OBJECTIVE
  To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective.
  
  
  METHODS
  Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning.
  
  
  RESULTS
  The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises.
  
  
  CONCLUSIONS
  This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.
authors.affiliation: Clinical and Administrative Sciences, California Northstate University College of Pharmacy, Rancho Cordova, USA.
authors.forename: Justin W
authors.identifier: 0000-0002-8625-1841
authors.initials: JW
authors.lastname: Bouw
authors.affiliation: Clinical and Administrative Sciences, California Northstate University College of Pharmacy, Rancho Cordova, USA.
authors.forename: Vasudha
authors.identifier: 0000-0003-0169-3120
authors.initials: V
authors.lastname: Gupta
authors.affiliation: Clinical and Administrative Sciences, California Northstate University College of Pharmacy, Rancho Cordova, USA.
authors.forename: Ana L
authors.identifier: 0000-0002-6142-1744
authors.initials: AL
authors.lastname: Hincapie
keywords: Focus groups; Learning; Perception; Pharmacy students; Team-based learning