Using Team-based Learning to Teach a Hybrid Pharmacokinetics Course Online and in Class.
Objective.To compare the effectiveness of face-to-face and online team-based learning (TBL) to teach phenytoin pharmacokinetics.Design.A TBL format was used to teach an online cohort of 222 pharmacy students and two face-to-face cohorts (Tampa and Las Vegas) of pharmacy students. Students in all cohorts completed individual and team readiness tests (iRATs and tRATs), and a self-assessment survey to determine teamwork and content understanding. Knowledge retention questions also were added to the final examination.Assessment.Mean scores on iRATs were: 54% for the Tampa group; 72% for the Las Vegas group; and 58% for the online. Mean tRAT scores were 78.5% for the Tampa cohort and 82.2% for the Las Vegas cohort, compared to 89.5% for the online cohort. The mean tRAT scores for the online cohorts were significantly higher than those of the face-to-face cohorts. Data from the teamwork survey provided evidence of positive interactions among teams for all cohorts.Conclusion.Team-based learning can be an effective method for teaching applied pharmacokinetics in both face-to-face and online classes.
College of Pharmacy, University of Florida, Gainesville, Florida.
Ann Snyder
AS
Franklin
College of Pharmacy, University of Florida, Gainesville, Florida.
Susan
S
Markowsky
College of Pharmacy, University of Florida, Gainesville, Florida.
Justin
J
De Leo
College of Pharmacy, University of Florida, Gainesville, Florida.
Sven
S
Normann
College of Education, University of Florida, Gainesville, Florida.
Erik
E
Black
D015331:Cohort Studies; D003479:Curriculum; D004512:Education, Pharmacy / Q000458:organization & administration*; D004521:Educational Measurement; D006801:Humans; D020407:Internet; D007858:Learning; D010599:Pharmacokinetics; D018794:Problem-Based Learning; D013339:Students, Pharmacy; D013663:Teaching
health care; online; pharmacokinetics; pharmacy education; team-based learning