Assessment of students' satisfaction with a student-led team-based learning course.
- Author:
Justin W BOUW
1
;
Vasudha GUPTA
;
Ana L HINCAPIE
Author Information
- Publication Type:Original Article
- Keywords: Focus groups; Learning; Perception; Team-based learning; Pharmacy students
- MeSH: Comprehension; Exercise; Focus Groups; Humans; Learning*; Students, Pharmacy; Teaching
- From:Journal of Educational Evaluation for Health Professions 2015;12(1):23-
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.
