Assessment of students' satisfaction with a student-led team-based learning course / 보건의료교육평가
Journal of Educational Evaluation for Health Professions
;
: 23-2015.
Article
in English
| WPRIM
| ID: wpr-61222
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.
Full text:
Available
Index:
WPRIM (Western Pacific)
Main subject:
Students, Pharmacy
/
Teaching
/
Exercise
/
Focus Groups
/
Comprehension
/
Learning
Type of study:
Qualitative research
Limits:
Humans
Language:
English
Journal:
Journal of Educational Evaluation for Health Professions
Year:
2015
Type:
Article
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