Blending team-based learning and game-based learning in pharmacy education

2021 ◽  
Author(s):  
Farid G. Khalafalla ◽  
Rafal Alqaysi
Keyword(s):  
Pharmacy Education ◽  
Game Based Learning ◽  
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 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.

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 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 Game-Based Learning in Pharmacy Education

Pharmacy ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Julie H. Oestreich ◽  
Jason W. Guy
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Pharmacy Education ◽  
Game Based Learning ◽  
Content Areas ◽  
Use Of Technology ◽  
Game Elements

Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

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
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