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Curr Pharm Teach Learn. 2017 Mar - Apr;9(2):302-310. doi: 10.1016/j.cptl.2016.11.020. Epub 2017 Jan 31.

Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

Author information

1
Cedarville University School of Pharmacy, Cedarville, OH 45314. Electronic address: rgryka@cedarville.edu.
2
Accreditation Council for Pharmacy Education (ACPE), Chicago, IL 60603-4810. Electronic address: mkiersma@acpe-accred.org.
3
Belmont University College of Pharmacy, Nashville, TN 37212. Electronic address: tracy.frame@belmont.edu.
4
Cedarville University School of Pharmacy, Cedarville, OH 45314. Electronic address: scailor@cedarville.edu.
5
Cedarville University School of Pharmacy, Cedarville, OH 45314. Electronic address: amchen@cedarville.edu.

Abstract

PURPOSE:

To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities.

EDUCATIONAL ACTIVITY:

Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities.

FINDINGS:

All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester.

SUMMARY:

Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning.

KEYWORDS:

Biochemistry; Confidence; Pharmacy students; Team-based learning

PMID:
29233417
DOI:
10.1016/j.cptl.2016.11.020
[Indexed for MEDLINE]

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