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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. Withi...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6163511/ https://www.ncbi.nlm.nih.gov/pubmed/30081547 http://dx.doi.org/10.3390/pharmacy6030081 |
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author | Bleske, Barry E. Remington, Tami L. Wells, Trisha D. Klein, Kristin C. Tingen, Jeffrey M. Dorsch, Michael P. |
author_facet | Bleske, Barry E. Remington, Tami L. Wells, Trisha D. Klein, Kristin C. Tingen, Jeffrey M. Dorsch, Michael P. |
author_sort | Bleske, Barry E. |
collection | PubMed |
description | 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. Each section was taught six therapeutic topics (three TBL and three lecture). Six months following completion of the course, 47 assessment questions (application and recall multiple-choice questions) were re-administered to 16 students from the class with no prior announcement of the assessment. The results showed no significant difference in long-term assessment scores between TBL and lecture formats (67 ± 14% vs. 63 ± 16%, p = 0.2, respectively). In addition, there was a significant (p < 0.0001) and similar decline in short-term gains for TBL (90 ± 9% vs. 67 ± 14%) and lecture (86 ± 11% vs. 63 ± 16%) in assessment scores. In conclusion, there was no advantage gained by employing an active-learning pedagogy when assessing multiple-choice questions six months following end of a therapeutics course in a limited sample size. Neither pedagogy was able to maintain short-term gains in learning outcomes as assessed by multiple-choice questions. |
format | Online Article Text |
id | pubmed-6163511 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-61635112018-10-10 A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes Bleske, Barry E. Remington, Tami L. Wells, Trisha D. Klein, Kristin C. Tingen, Jeffrey M. Dorsch, Michael P. Pharmacy (Basel) Article 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. Each section was taught six therapeutic topics (three TBL and three lecture). Six months following completion of the course, 47 assessment questions (application and recall multiple-choice questions) were re-administered to 16 students from the class with no prior announcement of the assessment. The results showed no significant difference in long-term assessment scores between TBL and lecture formats (67 ± 14% vs. 63 ± 16%, p = 0.2, respectively). In addition, there was a significant (p < 0.0001) and similar decline in short-term gains for TBL (90 ± 9% vs. 67 ± 14%) and lecture (86 ± 11% vs. 63 ± 16%) in assessment scores. In conclusion, there was no advantage gained by employing an active-learning pedagogy when assessing multiple-choice questions six months following end of a therapeutics course in a limited sample size. Neither pedagogy was able to maintain short-term gains in learning outcomes as assessed by multiple-choice questions. MDPI 2018-08-04 /pmc/articles/PMC6163511/ /pubmed/30081547 http://dx.doi.org/10.3390/pharmacy6030081 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Bleske, Barry E. Remington, Tami L. Wells, Trisha D. Klein, Kristin C. Tingen, Jeffrey M. Dorsch, Michael P. A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title | A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title_full | A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title_fullStr | A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title_full_unstemmed | A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title_short | A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes |
title_sort | randomized crossover comparison between team-based learning and lecture format on long-term learning outcomes |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6163511/ https://www.ncbi.nlm.nih.gov/pubmed/30081547 http://dx.doi.org/10.3390/pharmacy6030081 |
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