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Pharmacy 2018, 6(3), 81; https://doi.org/10.3390/pharmacy6030081

A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes

1
Department of Pharmacy Practice and Administrative Sciences, College of Pharmacy, University of New Mexico, Albuquerque, NM 87131, USA
2
Department of Clinical Pharmacy, College of Pharmacy, University of Michigan, Ann Arbor, MI 48109, USA
3
Department of Family Medicine, University of Virginia Health System, Charlottesville, VA 22904, USA
4
Department of Clinical and Social Administrative Sciences, College of Pharmacy, University of Michigan, Ann Arbor, MI 48109, USA
5
Department of Pharmacy Services, University of Michigan Health System, Ann Arbor, MI 48109, USA
6
Department of Pharmacy Services, University of Virginia Health System, Charlottesville, VA 22904, USA
*
Author to whom correspondence should be addressed.
Received: 6 July 2018 / Revised: 31 July 2018 / Accepted: 2 August 2018 / Published: 4 August 2018
(This article belongs to the Section Pharmacy Education and Student / Practitioner Training)
Full-Text   |   PDF [192 KB, uploaded 4 August 2018]

Abstract

There are limited data evaluating the effectiveness of different teaching pedagogies to maintain gains in learning achieved over the short term. The purpose of this study is to compare long-term learning outcomes between two different teaching pedagogies, team-based learning (TBL) and lecture. Within a therapeutic elective course a randomized crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). Six months following completion of the course, 47 assessment questions (application and recall multiple-choice questions) were re-administered to 16 students from the class with no prior announcement of the assessment. The results showed no significant difference in long-term assessment scores between TBL and lecture formats (67 ± 14% vs. 63 ± 16%, p = 0.2, respectively). In addition, there was a significant (p < 0.0001) and similar decline in short-term gains for TBL (90 ± 9% vs. 67 ± 14%) and lecture (86 ± 11% vs. 63 ± 16%) in assessment scores. In conclusion, there was no advantage gained by employing an active-learning pedagogy when assessing multiple-choice questions six months following end of a therapeutics course in a limited sample size. Neither pedagogy was able to maintain short-term gains in learning outcomes as assessed by multiple-choice questions. View Full-Text
Keywords: active learning; team-based learning; outcomes; lecture active learning; team-based learning; outcomes; lecture
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Bleske, B.E.; Remington, T.L.; Wells, T.D.; Klein, K.C.; Tingen, J.M.; Dorsch, M.P. A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes. Pharmacy 2018, 6, 81.

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