title: A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes.
abstract: Objective.To compare learning outcomes and student confidence between team-based learning (TBL) and lecture.Methods.A crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). There were two assessments of 24 questions each. A survey (Likert scale) assessing student confidence and attitudes was administered at the end.Results.A significantly higher overall examination score was observed for TBL as compared to lecture. Students were more confident in providing therapeutic recommendations following TBL. Higher survey scores favoring TBL were also seen related to critical-thinking skills and therapeutic knowledge.Conclusion.Learning outcomes and student confidence in performing higher-order tasks were significantly higher with TBL. The findings of this novel crossover type design showed that TBL is an effective pedagogy.
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan; University of New Mexico College of Pharmacy, Albuquerque, New Mexico (at time of publication).
authors.forename: Barry E
authors.initials: BE
authors.lastname: Bleske
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Tami L
authors.initials: TL
authors.lastname: Remington
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Trisha D
authors.initials: TD
authors.lastname: Wells
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Kristin C
authors.initials: KC
authors.lastname: Klein
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Sally K
authors.initials: SK
authors.lastname: Guthrie
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan; University of Virginia Health System, Charlottesville, Virginia (at time of publication).
authors.forename: Jeffrey M
authors.initials: JM
authors.lastname: Tingen
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Vincent D
authors.initials: VD
authors.lastname: Marshall
authors.affiliation: University of Michigan College of Pharmacy, Ann Arbor, Michigan.
authors.forename: Michael P
authors.initials: MP
authors.lastname: Dorsch
mesh_terms: D000328:Adult; D001290:Attitude; D018592:Cross-Over Studies; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires; D013663:Teaching; D055815:Young Adult
keywords: TBL; active learning; outcomes