TY - JOUR AU - Yu, Frank AU - Wooster, Jessica AU - Yang, Tianrui PY - 2021/06/17 Y2 - 2024/03/28 TI - RESEARCH ARTICLE: Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic JF - Pharmacy Education JA - Pharm Educ VL - 21 IS - SE - Research Article DO - 10.46542/pe.2021.211.121125 UR - https://pharmacyeducation.fip.org/pharmacyeducation/article/view/1297 SP - p. 121-125 AB - <p class="Abstractbody" style="margin-bottom: 6.0pt; text-align: justify; line-height: 110%;"><strong><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;">Aim:</span></strong><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;"> This survey study aimed to describe student and faculty experiences and perceptions regarding the sudden shift to delivery of online team-based learning (TBL) due to the COVID-19 pandemic. </span></p><p class="Abstractbody" style="margin-bottom: 6.0pt; text-align: justify; line-height: 110%;"><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;"><strong>Method:</strong> Data such as perception of engagement and effectiveness of online TBL, challenges and recommendations for improving the online TBL experience were collected. </span></p><p class="Abstractbody" style="margin-bottom: 6.0pt; text-align: justify; line-height: 110%;"><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;"><strong>Results:</strong> Eighteen (58.1%) faculty and 154 (75.9%) students completed the survey. Most students did not feel more engaged with their teammates or instructors using the online format and only one faculty member responded he/she felt more engaged with students via the online TBL format. Forty-one (26.7%) students responded they felt the online TBL improves knowledge retention, while no faculty responded they felt online TBL improved students’ knowledge retention. The top challenges described include lack of student engagement and technological difficulties. </span></p><p class="Abstractbody" style="margin-bottom: 6.0pt; text-align: justify; line-height: 110%;"><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;"><strong>C</strong></span><span style="font-size: 9.5pt; line-height: 110%; letter-spacing: -.2pt;"><strong>onclusion:</strong> This study showed that a lack of training and preparation for the sudden online TBL transition led to decreased student motivation and engagement.</span></p> ER -