A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes.

There are limited data evaluating the effectiveness of different teaching pedagogies to maintain gains in learning achieved over the short term. The purpose of this study is to compare long-term learning outcomes between two different teaching pedagogies, team-based learning (TBL) and lecture. Within a therapeutic elective course a randomized crossover study was conducted with 30 students divided into two sections.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.

To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation.

A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes.

To compare learning outcomes and student confidence between team-based learning (TBL) and lecture. A crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture).

Team-based learning to improve learning outcomes in a therapeutics course sequence.

Objective: To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence.

Design: A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format.