Background and purpose

The North American Pharmacist Licensure Examination and the Pharmacy Curriculum Outcomes Assessment are two standardized tests that evaluate students' preparedness to progress into pharmacy practice. Pharmacy educators are responsible for ensuring individual learners are engaged in course material and take appropriate steps to succeed in meeting learning outcomes. Whenever a new pedagogy is adopted in a previously existing course, understanding the impact on learners is critical.

Educational activity and setting

Team-based learning (TBL) was implemented within a novel Drug Discovery and Development course to measure the impact in active participation and student performance within the second year of pharmacy school. Survey data was collected to gather pharmacy students' perspectives regarding the pedagogy change. Examination competency scores and active participation were tracked to measure student engagement.

Findings

Survey results revealed students agreed or strongly agreed that Drug Discovery and Development was enjoyable when taught with a TBL model, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Average attendance scores were > 90% in a TBL setting. No change in block exam competency scores were noted across the three academic cohorts.

Summary

Students agreed that Drug Discovery and Development was enjoyable when taught using TBL, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Additional research should be conducted to quantify student engagement and active attendance within similar courses. Similar styles of TBL implementation could be incorporated at other colleges of pharmacy to measure its potential benefits.

中文翻译：

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药物开发和以定性方式过渡到基于团队的学习的过程

背景和目的

北美药剂师执照考试和药学课程成果评估是两项标准化测试，用于评估学生进入药学实践的准备情况。药学教育者负责确保个别学习者参与课程材料并采取适当措施以成功实现学习成果。每当在先前存在的课程中采用新的教学法时，了解对学习者的影响至关重要。

教育活动和环境

在新的药物发现和开发课程中实施了基于团队的学习 (TBL)，以衡量药学院第二年积极参与和学生表现的影响。收集调查数据是为了收集药学学生对教学法变化的看法。跟踪考试能力分数和积极参与来衡量学生的参与度。

发现

调查结果显示，学生们同意或强烈同意，在使用 TBL 模式进行教学时，药物发现和开发是令人愉快的，创造了一个引导性的学习环境，并提高了他们的认知知识、沟通技巧和信心。在 TBL 环境中，平均出勤率 > 90%。在三个学术队列中没有注意到整体考试能力分数的变化。

概括

学生们一致认为，使用 TBL 教授药物发现和开发是令人愉快的，创造了一个引导性的学习环境，并提高了他们的认知知识、沟通技巧和信心。应该进行额外的研究，以量化学生在类似课程中的参与度和积极出勤率。其他药学院可以采用类似的 TBL 实施方式，以衡量其潜在收益。