期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2015
卷号：12
期号：1
页码：1-7
DOI：10.3352/jeehp.2015.12.23
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
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 stu_x0002_dents 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 incorporat?ing 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 evi?dence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.
关键词：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 stu_x0002_dents 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 incorporat?ing 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 evi?dence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.
