Background and purpose

Team-based learning (TBL) and game-based learning (GBL) are evidence-based active learning pedagogies. This study reports a learning experience that harnesses TBL and GBL benefits by blending both pedagogies (referred herein as TGL) in the facilitation of an immunology module for pharmacy students. The manuscript presents the rationale for using TGL, a description of the TGL process, student outcomes and satisfaction with the learning experience, and TGL applicability in different topics/disciplines.

Educational activity and setting

Sixty-five students were divided into 12 teams. Pre-class foundational readiness material was posted one week before class. Student readiness was assessed via individual and team readiness assurance tests (iRAT/tRAT) mapped to learning objectives, with immediate instructor-mediated debrief. Then student teams worked toward solving clinical applications using evidence-based clinical information databases, e.g., UpToDate, Lexicomp. Finally, students were engaged in a competitive online game designed to review topic's key concepts and evaluate student knowledge individually post-learning experience.

Findings

TGL process fulfilled learning outcomes, indicated by successful student performance in module-related assessments: iRAT = 92.5% ± 1.2; tRAT = 98.3% ± 1.1; educational game = 71.5% ± 3.6; block exam = 82.1% ± 5.3. Student survey indicated that >90% of students are satisfied with readiness material, alignment of activities with learning outcomes, engagement in active learning, gaining new relevant knowledge/skills/mindset, and merging TBL with GBL.

Summary

Combining GBL with TBL allowed assessing student performance individually after the learning experience, an element that is not part of canonical TBL structure, to ensure students are prepared for high-stake/board exams. TGL can be applied in diverse topics/disciplines and is generalizable to small and large cohorts.

中文翻译：

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在药学教育中混合基于团队的学习和基于游戏的学习

背景和目的

基于团队的学习 (TBL) 和基于游戏的学习 (GBL) 是基于证据的主动学习教学法。本研究报告了一种通过将两种教学法（本文中称为 TGL）相结合来促进药学学生免疫学模块来利用 TBL 和 GBL 益处的学习经验。手稿介绍了使用 TGL 的基本原理、TGL 过程的描述、学生成果和对学习体验的满意度，以及 TGL 在不同主题/学科中的适用性。

教育活动和环境

65名学生被分成了12个小组。课前基础准备材料在上课前一周发布。通过映射到学习目标的个人和团队准备情况保证测试 (iRAT/tRAT) 评估学生的准备情况，并立即进行教师介导的汇报。然后，学生团队致力于使用基于证据的临床信息数据库（例如 UpToDate、Lexicomp）解决临床应用问题。最后，学生们参与了一个竞争性的在线游戏，旨在回顾主题的关键概念并在学习后单独评估学生的知识。

发现

TGL 过程实现了学习成果，学生在模块相关评估中的成功表现表明：iRAT = 92.5% ± 1.2；tRAT = 98.3% ± 1.1；教育游戏 = 71.5% ± 3.6；块检查 = 82.1% ± 5.3。学生调查表明，> 90% 的学生对准备材料、活动与学习成果的一致性、积极学习的参与、获得新的相关知识/技能/思维方式以及将 TBL 与 GBL 相结合感到满意。

概括

将 GBL 与 TBL 相结合，允许在学习体验后单独评估学生的表现，这一要素不属于规范 TBL 结构的一部分，以确保学生为高风险/董事会考试做好准备。TGL 可以应用于不同的主题/学科，并且可以推广到小型和大型队列。