Adaption of team learning to an introductory graduate pharmacology course.

Background: Team-learning experiences within a large group setting have a variety of educational applications.

Description: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated.

Evaluation: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students.

Conclusion: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.