REVIEW: A systematic review of using team-based learning in a pharmacokinetics course

Authors

DOI:

https://doi.org/10.46542/pe.2022.221.6372

Keywords:

Pharmacokinetics course, Pharmacy education, Team-based learning

Abstract

Background: This systematic review aimed to summarise an application of team-based learning (TBL) in pharmacokinetics courses, to compare the learning outcomes of TBL to that of traditional lecture-based courses, and to identify the benefits of using a TBL strategy in pharmacokinetics courses.

Method: PubMed, Scopus, and ERIC EBSCO databases were systematically searched, and 191 non-redundant articles were retrieved. Of these, seven articles were included.

Results: Implementation of a TBL in pharmacokinetic courses resulted in several positive results including higher examination grades, improvement in professionalism aspects such as altruism, accountability, and honesty. Student engagement, peer learning, and the development of transferable skills could also be observed. Despite these positive benefits, some challenges exist, such as an increase in initial workload for faculty members, preparation of appropriate assignments, and suitable strategy to facilitate students.

Conclusion: Future TBL implementation should be critically designed to optimise faculties’ workload and students’ engagement to the course.

Author Biographies

Jutima Methaneethorn, Lampang Rajabhat University, Thailand

  Faculty of Education

Janthima Methaneethorn, Naresuan University, Thailand

Department of Pharmacy Practice, Faculty of Pharmaceutical Sciences

References

Bahramifarid, N., Sutherland, S., & Jalali, A. (2012). Investigating the applications of team-based learning in medical education. Education in Medicine Journal, 4(2). https://doi:10.5959/eimj.v4i2.3

Borges, N.J., Kirkham, K., Deardorff, A.S., & Moore, J.A. (2012). Development of emotional intelligence in a team-based learning internal medicine clerkship. Medical teacher, 34(10), 802-806. https://doi.org/10.3109/0142159X.2012.687121

Cheng, C.-Y., Liou, S.-R., Tsai, H.-M., & Chang, C.-H. (2014). The effects of team-based learning on learning behaviors in the maternal-child nursing course. Nurse education today, 34(1), 25-30. https://doi.org/10.1016/j.nedt.2013.03.013

Chung, E.-K., Rhee, J.-A., & Baik, Y.-H. (2009). The effect of team-based learning in medical ethics education. Medical teacher, 31(11), 1013-1017. https://doi.org/10.3109/01421590802590553

Clark, M.C., Nguyen, H.T., Bray, C., & Levine, R.E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-117. https://doi.org/10.3928/01484834-20080301-02

Conway, S.E., Johnson, J.L., & Ripley, T.L. (2010). Integration of team-based learning strategies into a cardiovascular module. American Journal of Pharmaceutical Education, 74(2), 35. https://doi.org/10.5688/aj740235

Deardorff, A.S., Moore, J.A., Borges, N.J., & Parmelee, D.X. (2010). Assessing first year medical student attitudes of effectiveness of team-based learning. Medical Science Educator, 20(2), 67-72

Farland, M.Z., Sicat, B.L., Franks, A.S., Pater, K.S., Medina, M.S., & Persky, A.M. (2013). Best practices for implementing team-based learning in pharmacy education [Review]. American Journal of Pharmaceutical Education, 77(8). https://doi.org/10.5688/ajpe778177

Fatmi, M., Hartling, L., Hillier, T., Campbell, S., & Oswald, A.E. (2013). The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical teacher, 35(12), https://doi.org/10.3109/0142159X.2013.849802

Franklin, A.S., Markowsky, S., De Leo, J., Norman, S., & Black, E. (2016). Using team-based learning to teach a hybrid pharmacokinetics course online and in class [Article]. American Journal of Pharmaceutical Education, 80(10), Article 171. https://doi.org/10.5688/ajpe8010171

Haidet, P., Levine, R.E., Parmelee, D.X., Crow, S., Kennedy, F., Kelly, P.A., Perkowski, L., Michaelsen, L., & Richards, B.F. (2012). Perspective: guidelines for reporting team-based learning activities in the medical and health sciences education literature. Academic Medicine, 87(3), 292-299. https://doi.org/10.1097/ACM.0b013e318244759e

Koles, P., Nelson, S., Stolfi, A., Parmelee, D., & DeStephen, D. (2005). Active learning in a year 2 pathology curriculum. Medical education, 39(10), 1045-1055. https://doi.org/10.1111/j.1365-2929.2005.02248.x

Koles, P.G., Stolfi, A., Borges, N.J., Nelson, S., & Parmelee, D.X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745. https://doi.org/10.1097/ACM.0b013e3181f52bed

Letassy, N.A., Fugate, S.E., Medina, M.S., Stroup, J.S., & Britton, M.L. (2008). Using team-based learning in an endocrine module taught across two campuses. American Journal of Pharmacy Education, 72(5), 103. https://doi.org/10.5688/aj7205103

Ofstad, W., & Brunner, L.J. (2013). Team-based learning in pharmacy education [Review]. American Journal of Pharmaceutical Education, 77(4). https://doi.org/10.5688/ajpe77470

Parmelee, D.X., DeStephen, D., & Borges, N.J. (2009). Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical education online, 14(1), 4503. https://doi.org/10.3885/meo.2009.Res00280

Persky, A.M. (2012). The impact of team-based learning on a foundational pharmacokinetics course. American Journal of Pharmaceutical Education, 76(2), 31-31. https://doi.org/10.5688/ajpe76231

Persky, A.M. (2015). Qualitative Analysis of Animation versus Reading for Pre-Class Preparation in a "Flipped" Classroom. Journal on Excellence in College Teaching, 26(1), 5-28

Persky, AM., & Dupuis, RE. (2014). An eight-year retrospective study in "flipped" pharmacokinetics courses. American Journal of Pharmaceutical Education, 78(10), 190-190. https://doi.org/10.5688/ajpe7810190

Persky, A.M., Henry, T., & Campbell, A. (2015). An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment. American Journal of Pharmaceutical Education, 79(2), 20-20. https://doi.org/10.5688/ajpe79220

Persky, A.M., & Hogg, A. (2017). Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom. American Journal of Pharmaceutical Education, 81(6), 103-103. https://doi.org/10.5688/ajpe816103

Persky, A.M., & Pollack, G.M. (2009). A hybrid jigsaw approach to teaching renal clearance concepts. American Journal of Pharmaceutical Education, 73(3), 49-49. https://doi.org/10.5688/aj730349

Searle, N.S., Haidet, P., Kelly, P. A., Schneider, V.F., Seidel, C.L., & Richards, B.F. (2003). Team learning in medical education: initial experiences at ten institutions. Academic Medicine, 78(10), S55-S58. https://doi.org/10.1097/00001888-200310001-00018

Sharma, A., Janke, K.K., Larson, A., & Peter, W.S. (2017). Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot. Currents in Pharmacy Teaching and Learning, 9(5), 802-807. https://doi.org/10.1016/j.cptl.2017.05.024

Thompson, B.M., Schneider, V.F., Haidet, P., Levine, R.E., McMahon, K.K., Perkowski, L.C., & Richards, B. F. (2007). Team‐based learning at ten medical schools: two years later. Medical education, 41(3), 250-257. https://doi.org/10.1111/j.1365-2929.2006.02684.x

Tweddell, S., Clark, D., & Nelson, M. (2016). Team-based learning in pharmacy: The faculty experience [Article]. Currents in Pharmacy Teaching and Learning, 8(1), 7-17. https://doi.org/10.1016/j.cptl.2015.09.008

Vasan, N. S., DeFouw, D. O., & Compton, S. (2009). A survey of student perceptions of team‐based learning in anatomy curriculum: Favorable views unrelated to grades. Anatomical sciences education, 2(4), 150-155. https://doi.org10.1002/ase.91

Zgheib, N.K., Simaan, J.A., & Sabra, R. (2010). Using team-based learning to teach pharmacology to second year medical students improves student performance. Medical teacher, 32(2), 130-135. https://doi.org/10.3109/01421590903548521

Zingone, M.M., Franks, A.S., Guirguis, A.B., George, C.M., Howard-Thompson, A., & Heidel, R. E. (2010). Comparing team-based and mixed active-learning methods in an ambulatory care elective course. American Journal of Pharmacy Education, 74(9), 160. https://doi.org/10.5688/aj7409160

Published

08/01/2022

Issue

Section

Review