This study investigates the effectiveness of Team-Based Learning (TBL) as an educational approach for teaching pharmacology to first-year medical students at University Utrecht Medical School. Student satisfaction with TBL is high, and those who participated in TBL sessions performed better on pharmacology-related exam questions compared to non-participants, suggesting that TBL is an engaging and efficient method for enhancing student learning and performance in pharmacology.

Background information

The primary goal of pharmacology teaching is to prepare medical students to prescribe medications both safely and efficiently. To ensure the attainment of this educational outcome, pharmacology learning is integrated throughout various courses within the three-year Bachelor curriculum at the University Utrecht Medical School, the Netherlands (Pharmacology longitudinal thread). The majority of the teaching hours devoted to pharmacology is however taught in large groups (>100) with little teacher-student and student-student interaction. In a recent evaluation of the curriculum, students indicate their appreciation for the pharmacology teaching, but students indicate attending these teaching moments unprepared, resulting in passive learning. To increase student engagement with the subject matter, Team-Based Learning (TBL) was implemented to facilitate learning through interaction, critical thinking, problem solving and reflection. TBL is based on six steps from lesser cognitive learning to a deeper cognitive learning. Teaching is contextual and educational practices successfully implemented at one institution do not necessarily have to be equally successful in other institutions. As implementing TBL throughout the entire Pharmacology curriculum is an intensive process, it is important to first understand the strengths, weaknesses and effectiveness of TBL within our educational context.

Aims

The goal of the study is to understand the effectiveness of TBL as an educational tool for teaching pharmacology to first-year medical students. As TBL has several components (e.g., formative testing, group work), we first investigated student perception on the various components of TBL as a teaching/learning methodology. Secondly, we investigated the effects of TBL on student performance in the exam.

Project description

The study took place in academic years 2021-2022 and 2022-2023 at University Utrecht Medical School during the first-year bachelor course on cardiovascular diseases. A total of 686, 2021- 2022 (n=348) and 2022-2023 (n=338) were enrolled in the course and also completed the exam, of which 196 students followed TBL. To understand student perception on TBL as a learning method, data from an online questionnaire was analyzed using a 5-point Likert scale. Student
performance is analyzed by comparing the student performance in pharmacology-related questions in the exam between TBL-attendees and non TBL-attendees.

Results and conclusion

Student satisfaction with TBL is high, however, their confidence in knowledge in Pharmacology is moderate. Furthermore, TBL-attendees perform better on pharmacology-related questions in the exam compared to non TBL-attendees. TBL is an engaging and efficient method to teach pharmacology. It positively affects student learning and performance. It should be broadly applied within the medical curriculum.

References

• Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012b). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275–e287. https://doi.org/10.3109/0142159X.2012.651179