Assessment of students' satisfaction with a student-led team-based learning course

被引:19
|
作者
Bouw, Justin W. [1 ]
Gupta, Vasudha [1 ]
Hincapie, Ana L. [1 ]
机构
[1] Calif Northstate Univ, Coll Pharm, Clin & Adm Sci, Rancho Cordova, CA 95742 USA
关键词
Focus groups; Learning; Perception; Team-based learning; Pharmacy students;
D O I
10.3352/jeehp.2015.12.23
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页数:7
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