新教育技法「チーム基盤型学習(tbl)」の臨床薬学教育における有用性
Manabu Suno,Toshiko Yoshida,Toshihiro Koyama,Yoshito Zamami,Tomoko Miyoshi,Takaaki Mizushima,Mitsune Tanimoto +6 more
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In this paper, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated, where students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation.Abstract:
The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.read more
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Journal ArticleDOI
Interdisciplinary Subject "Yakugaku Nyumon" for First-year Students Constructed with Lectures and Problem-based Learning.
Kouya Yamaki,Masafumi Ueda,Kumiko Ueda,Noriaki Emoto,Nobuaki Mizutani,Koji Ikeda,Keiko Yagi,Masafumi Tanaka,Yasushi Habu,Yoshiaki Nakayama,Norihiko Takeda,K. Moriwaki,Shuji Kitagawa +12 more
TL;DR: The introduction of omnibus lectures and Q-PBL, along with improvements in theme, application, and review process, promises increased learning efficacy at the university.
Proceedings ArticleDOI
Evaluating the Benefits of Team-Based Learning in a Systems Programming Class
TL;DR: It is found that TBL had a statistically significant impact on student performance in 2 of the 5 programming assignments, and the class as a whole received higher final grades and performed better on all of the programming assignments.
Journal ArticleDOI
An Attempt to Measure Presentation Skill Acquisition Using Peer and Self-evaluation.
Mieko Morone,Atsuko Sato,Isao Ohno,Yuichi Ohkawara,Tsuneyoshi Suzuki,Hitoshi Nakamura,Yutaka Azuma +6 more
TL;DR: It was suggested that many students were able to cultivate an eye for criticism by evaluating other students and gain confidence by becoming aware of their own growth through repeated presentations.
Journal ArticleDOI
The role of active learning methods in teaching pharmaceutical care – Scoping review
TL;DR: In this paper , a review of active learning methods for teaching pharmacists in pharmaceutical care is presented, based on which case-study, role play and simulation exercises turned out to be the most popular active learning techniques.
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Book
Team-Based Learning: A Transformative use of Small Groups in College Teaching
TL;DR: This book discusses team-based learning - A Strategy for Transforming the Quality of Teaching and Learning Appendices and major lessons about Team-Based Learning.