Assessment of students' satisfaction with a student-led team-based learning course

• Published in: Journal of educational evaluation for health professions Vol. 12; p. 23
• Main Authors: Bouw, Justin W, Gupta, Vasudha, Hincapie, Ana L
• Format: Journal Article
• Language: English
• Published: Korea (South) Korea Health Personnel Licensing Examination Institute 11.06.2015; National Health Personnel Licensing Examination Board of the Republic of Korea
• Subjects: Ambulatory care; Curricula; Diabetes; Focus groups; Independent study; Learning; Objectives; Pedagogy; perception; Perceptions; Pharmacy; pharmacy students; Questionnaires; Student attitudes; Student participation; team-based learning; Teams; Workloads; California; Learning; Perception; Focus groups; Pharmacy students; Team-based learning
• ISSN: 1975-5937; 1975-5937
• DOI: 10.3352/jeehp.2015.12.23

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.