Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot

• Published in: Currents in pharmacy teaching and learning Vol. 9; no. 5; pp. 802 - 807
• Main Authors: Sharma, Anita, Janke, Kristin K., Larson, Andrea, Peter, Wendy St
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-09-2017
• Subjects: Accountability; Adult; Curriculum - standards; Engagement; Female; Group Processes; Humans; Male; Patient Care Team; Perception; Pilot Projects; Preference; Problem-Based Learning - methods; Program Evaluation - methods; Renal Insufficiency, Chronic - drug therapy; Satisfaction; Social Responsibility; Students, Pharmacy - psychology; Surveys and Questionnaires; Team based learning; United States; Engagement; Preference; Team based learning; Accountability; Satisfaction
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2017.05.024

This study examined the early effects of a team based learning (TBL) pilot, including differences in student engagement with TBL compared to lectures, and student accountability, preferences, and satisfaction with TBL.
Three TBL sessions were delivered in the nephrology section of pharmacotherapy and then students completed the team-based learning student assessment instrument (TBL-SAI), which assesses TBL relative to lecture on three subscales (i.e., student accountability, preferences, and satisfaction). Students also completed a modified engagement instrument for a lecture and again for a TBL session.
All students (160) participated in the survey (100% response rate). When comparing TBL and lecture engagement, five of eight statements were statistically significantly different. In TBL, students reported the strongest agreement with statements related to contributions (i.e., contributing fair share [mean 3.97], contributing meaningfully [mean 3.96]). Using the TBL-SAI, the mean score for accountability (30.64) was higher than neutral (24) indicating a higher level of accountability with TBL. Student satisfaction with TBL was neutral (mean 26.62, neutral = 27).
In a three-session pilot, TBL had positive effects on engagement and accountability. Early positive effects could aid programs in building and maintaining momentum with the TBL approach while working towards outcomes that may take longer to achieve, such as changes in professionalism or teamwork. Duration of exposure and perseverance through the transition to TBL may be important in developing preferences and satisfaction. This study provides insights to programs and instructors about student perceptions and attitudes as TBL is introduced.