Use of Team Based Learning in a Doctor of Pharmacy Program: Implementation and Preliminary Assessment
Michael H. Nelson, PhD; David R. Clark, PharmD; Susan M. Paulsen, PharmD; Marianne McCollum, PhD; Steven W. Luckey, S. Dean Allison, PhD; Lane J. Brunner, PhD; and the Regis University School of Pharmacy Faculty. Regis University, Rueckert-Hartman College for Health Professions, School of Pharmacy, Denver, Colorado
Background: Team based learning (TBL) has been introduced in individual courses in health professions programs around the United States. At the Regis University School of Pharmacy in Denver, Colorado, TBL is being implemented during the inaugural year in the Doctor of Pharmacy program across the curriculum. The implementation process and early assessment results are presented here.
Description: The TBL was implemented in four
courses taught by School of Pharmacy
faculty, including Integrated Pharmacotherapy, Introduction to Pharmacy,
and Principles of Self Care. Teams will work together in all TBL courses
during the initial semester. Individual and team Readiness Assurance
Tests (iRATs and tRATs) will be administered using clicker technology
and Immediate Feedback and Assessment Technique (IF-AT) cards.
Application exercises have been developed in each course using a variety
of assessment techniques
Evaluation: Ten teams were formed, with good distribution of team formation criteria across all teams. Assessment of the TBL process and its implementation has been conducted through feedback sessions with both faculty and students. “TBL Brown Bag Lunches” were held several times a week at the start of the semester to identify logistical issues and successful approaches. Student group meetings with and without faculty present identified issues from the student perspective. Issues identified primarily involve logistics (e.g., clarity of syllabi and teaching objectives, multiple RATs in the same day in multiple courses, and identifying the number of applications that can be completed in a class session). Both students and faculty have expressed satisfaction with TBL at this stage of implementation, and students have commented on the strong relationships they are building with team members. More formal assessment instruments will be administered later in the fall semester.
Conclusion: Students and faculty have responded positively to this teaching method. Re-assessment of the length of time teams will stay together will be done at the completion of the first semester. TBL, along with continued assessment, will be continued into the second semester of the inaugural year of the School of Pharmacy at Regis University.
