Journal article
Assessment of student learning patterns, performance, and long-term knowledge retention following use of didactic lecture compared to team-based learning
Currents in pharmacy teaching and learning, Vol.7(3), pp.317-323
05/2015
DOI: 10.1016/j.cptl.2014.12.009
Abstract
To assess student learning patterns, performance, and long-term knowledge retention comparing team-based learning (TBL) versus didactic lecture.
Students were recruited from the Therapeutics 6 course. Primary end points include the following: time spent learning content for each topic, student performance on course examinations, and student performance on follow-up examination five months after course completion.
Students (n = 35) spent more time learning topics taught using TBL (mean = 21.12 ± 11.02 hours) compared to didactic lecture (mean = 17.54 ± 7.78 hours) (p = 0.002). There was no significant difference in mean score on course examinations (TBL mean = 81.84 ± 8.19; didactic lecture mean = 80.50 ± 7.10; p = 0.369) or on the follow-up examination (TBL mean = 63.65 ± 10.14; didactic lecture mean = 65.43 ± 10.11; p = 0.419).
Although students used more time learning content for topics taught using TBL compared to those presented by didactic lecture, immediate and long-term exam performances were not significantly different. Educators using TBL should design learning experiences to develop skills that can be strengthened by TBL, including communication, professionalism, team work, and critical thinking. Student preparation time should be considered when implementing TBL within a course or curriculum.
Details
- Title: Subtitle
- Assessment of student learning patterns, performance, and long-term knowledge retention following use of didactic lecture compared to team-based learning
- Creators
- Michelle Z Farland - Department of Pharmacotherapy and Translational Research, College of Pharmacy, University of Florida, Gainesville, FLAndrea S Franks - Department of Clinical Pharmacy, College of Pharmacy, University of Tennessee Health Science Center, Knoxville, TNPatrick B Barlow - Department of Internal Medicine, Office of Consultation & Research in Medical Education, University of Iowa Carver College of Medicine, Iowa City, IAA Shaun Rowe - Department of Clinical Pharmacy, College of Pharmacy, University of Tennessee Health Science Center, Knoxville, TNMarie Chisholm-Burns - Department of Pharmaceutical Sciences, College of Pharmacy, University of Tennessee Health Science Center, Memphis, TN
- Resource Type
- Journal article
- Publication Details
- Currents in pharmacy teaching and learning, Vol.7(3), pp.317-323
- Publisher
- Elsevier Inc
- DOI
- 10.1016/j.cptl.2014.12.009
- ISSN
- 1877-1297
- eISSN
- 1877-1300
- Grant note
- University of Tennessee (http://dx.doi.org/10.13039/100007135)
- Language
- English
- Date published
- 05/2015
- Academic Unit
- ICTS; General Internal Medicine; Internal Medicine; Office of Consultation and Research in Medical Education; Center for Social Science Innovation
- Record Identifier
- 9984094632402771
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