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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p196136_index.html Direct Link: HTML Code:

Letassy, Nancy., Medina, Melissa., Stroup, Jeffrey., Fugate, Susan. and Britton, Mark. "The Impact of Team-Based Learning (TBL) on Student and Course Outcomes Compared to Lecture Methods" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2010-01-24 <http://www.allacademic.com/meta/p196136_index.html>

Letassy, N. A., Medina, M. S., Stroup, J. S., Fugate, S. E. and Britton, M. L. , 2007-07-14 "The Impact of Team-Based Learning (TBL) on Student and Course Outcomes Compared to Lecture Methods" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida <Not Available>. 2010-01-24 from http://www.allacademic.com/meta/p196136_index.html

Publication Type: Abstract Abstract: Objectives: Evaluate the impact of TBL activities on third-year students’ final course grades in an endocrinology module delivered across two campuses. In addition, compare the outcomes (individual exam scores, final course grades, and course evaluation results) of TBL to lecture methods used in previous years. Methods: Thirteen, 3-part TBL sessions (learning objective-driven content pre-assignments; in-class (IRAT/TRAT) individual and team readiness assessment tests; team problem-solving of therapeutic cases and class discussion led by faculty facilitators) replaced all course lectures. Analysis included multivariate linear regression on scores from TBL activities, individual exams and team contribution scores (peer review, IRAT performance, faculty observation, and team contribution) to determine the impact on final grade. Student performance on individual exams and final grades were compared between TBL and lecture, since TBL used the same test format as the previous lecture-driven course. Evaluations of all TBL sessions and the overall course were obtained. Results: IRAT and team contribution scores significantly predicted final course grades (p<.001). Overall, course grade performance was improved using TBL compared to the traditional lecture methods used previously (no failing (D/F) grades occurred). The course structure appeared to most positively impact the academically weak students. While overall course ratings dropped using TBL, course evaluations revealed that students accepted the course format change. Discussion/Implications: This transformation suggests that students can acquire knowledge in a self-directed environment, apply that knowledge to common therapeutic scenarios, and successfully complete the course with their IRAT and team contribution scores as statistically significant predictors of their course grade.

Power, Identity, and Asian Regionalism: Political Rivalry between China and Japan and A Contested Regional Identity in East Asia

Transnational NGO Networks, the Asian Development Bank and the Rise of Society in Regional Politics in East Asia