The Regis Model for pharmacy education: A highly integrated curriculum delivered by Team-Based Learning™ (TBL)

2013 ◽  
Vol 5 (6) ◽  
pp. 555-563 ◽  
Author(s):  
Michael Nelson ◽  
S. Dean Allison ◽  
Marianne McCollum ◽  
Stephen W. Luckey ◽  
David R. Clark ◽  
...  
Keyword(s):  
Integrated Curriculum ◽  
Pharmacy Education ◽  
Team Based Learning

scholarly journals Promoting deeper learning in pharmacy education using team-based learning

2021 ◽  
Vol 13 (2) ◽  
pp. 105
Author(s):  
M J Eksteen ◽  
G M Reitsma ◽  
E Fourie
Keyword(s):  
Pharmacy Education ◽  
Team Based Learning

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Evaluating the introduction of team-based learning in a pharmacy consultation skills module

2020 ◽  
pp. 151-157
Author(s):  
Simon Tweddell
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pharmacy Education ◽  
Learning And Teaching ◽  
Written Comments ◽  
Team Based Learning ◽  
Course Material ◽  
Consultation Skills ◽  
Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

scholarly journals Team-Based Learning in Pharmacy Education

2013 ◽  
Vol 77 (4) ◽  
pp. 70 ◽  
Author(s):  
William Ofstad ◽  
Lane J. Brunner
Keyword(s):  
Pharmacy Education ◽  
Team Based Learning

scholarly journals Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

2020 ◽  
Vol 7 ◽  
pp. 238212051989727
Author(s):  
Alian A Alrasheedy
Keyword(s):  
Integrated Curriculum ◽  
Faculty Members ◽  
Pharmacy Education ◽  
Learning System ◽  
Successful Implementation ◽  
Pharmaceutical Sciences ◽  
Problem Solving Skills ◽  
Fully Integrated ◽  
Traditional Courses ◽  
The Impact

Background: In pharmacy education, an integrated curriculum in which the full spectrum of foundational and pharmaceutical sciences is integrated with pharmacotherapy and clinical pharmacy is considered relatively new. At Unaizah College of Pharmacy (UCP), Qassim University, Saudi Arabia, a 6-year PharmD program was developed with a multidisciplinary integrated pharmacotherapy curriculum. The integrated pharmacotherapy curriculum represents approximately half of the didactic curriculum. Objective: The aim of this study was to evaluate the perceptions, the views, and experiences of academic faculty members regarding the impact and implementation of the multidisciplinary integrated pharmacotherapy curriculum in the PharmD program. Methods: A cross-sectional study was conducted with all pharmacy faculty members involved in the integrated curriculum. The data-capturing technique in this study was a Web-based survey. In addition, the survey included an open-ended section in which the participants were encouraged to provide comments/feedback and share their experiences about the integrated curriculum. Results: The majority of participants (96.88%, n = 31) believed that the integrated curriculum is well suited for developing problem-solving skills needed in pharmacy practice. Similarly, 93.76% (n = 30) believed that the integrated curriculum results in better student learning experiences. Of the participants, 81.26% (n = 26) believed it results in a better understanding and application of pharmaceutical sciences in practice compared with traditional courses. Moreover, 71.88% (n = 23) considered that the required depth and breadth of the content related to their disciplines is achievable with this model. Of all participants, 96.88% (n = 31) believed that the successful implementation of this integrated curriculum needs strong collaboration, effective communication, good coordination between all departments, and a flexible, fully customizable, and effective e-learning system. Moreover, all participants believed that full integration requires careful design and implementation to ensure no overlapping or marginalization of topics/disciplines. In this study, 62.51% (n = 20) believed that the fully integrated curriculum results in a relatively higher workload compared with traditional courses. Conclusions: The majority of faculty members had positive perceptions regarding the multidisciplinary integrated pharmacotherapy curriculum. Moreover, the majority had positive views and experiences regarding the implementation of this integrated curriculum. The study identified several factors that helped in the successful implementation of this curriculum. Moreover, several challenges have been identified, including more investment in time and effort to implement this fully integrated curriculum.

scholarly journals Best Practices for Implementing Team-Based Learning in Pharmacy Education

2013 ◽  
Vol 77 (8) ◽  
pp. 177 ◽  
Author(s):  
Michelle Z. Farland ◽  
Brigitte L. Sicat ◽  
Andrea S. Franks ◽  
Karen S. Pater ◽  
Melissa S. Medina ◽  
...  
Keyword(s):  
Best Practices ◽  
Pharmacy Education ◽  
Team Based Learning

scholarly journals Performance and Perceptions of Pharmacy Students using Team-based Learning (TBL) within a Global Health Course

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Joyce Addo-Atuah
Keyword(s):  
Global Health ◽  
Student Performance ◽  
Instructional Strategy ◽  
Pharmacy Education ◽  
Future Research ◽  
Analytical Skills ◽  
Team Based Learning ◽  
Health Course ◽  
Elective Course

Purpose: Team-based learning (TBL) has been shown to be a very useful active learning tool in a variety of disciplines and educational settings. The objectives of this study in a Global Health elective course within a PharmD curriculum were to (1) determine whether TBL contributes to performance (as measured by iRAT scores, tRAT scores, and grades); and (2) evaluate students' perceptions of TBL as an instructional strategy. Case Study: TBL sessions were incorporated into a new elective course in Global Health along with other teaching methodologies. Student performance was evaluated during the TBL sessions and course team projects, among others. An anonymous student qualitative survey explored their perceptions of and experiences with TBL at the end of the course. Students' performance in the TBL sessions improved as reflected in the comparison of individual Readiness Assurance Tests (iRATs) and the team Readiness Assurance Tests (tRATs) scores. Overall students' performance in the course resulted in over 88% earning the letter grade A. Students' performance in the TBL sessions, especially their iRATs, was reflected in their overall course grades. Over 75% of the students believed that TBL increased their analytical skills and nearly 50% believed that learning utilizing TBL would have the most lasting effect on their careers. Conclusion: TBL was successfully implemented in a Global Health elective course in a PharmD curriculum and students perceived it as a beneficial instructional strategy. This study adds to the TBL literature by providing some evidence of the applicability of TBL in a course not traditionally taught in the PharmD curriculum (i.e., Global Health). Future research and intervention(s) leading to the development and growth of TBL in pharmacy education are recommended.   Type: Case Study

scholarly journals Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bingchen Lang ◽  
Lingli Zhang ◽  
Yunzhu Lin ◽  
Lu Han ◽  
Chuan Zhang ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Pharmacy Education ◽  
Team Based Learning
Sign in / Sign up

Export Citation Format

Share Document