Team Based Learning (TBL) is an evidence based collaborative learning using teams as an instructional strategy. In this teaching strategy, students complete preparatory materials prior to application of knowledge in class. At the beginning of the class, students complete an individual readiness assurance test (IRAT) then take the same test, the team RAT (TRAT), with their team. Although there is a support in the literature on the effectiveness of using TBL in higher education, there is a limited evidence on its use in teaching nursing pharmacology and none using standardized criterion-referenced outcome measures was found.
Aims:
This study was conducted to compare the differences in final course exam and a standardized criterion-referenced pharmacology exam scores of Accelerated Bachelor of Science in Nursing (ABSN) students enrolled in a pharmacology course taught using a traditional lecture-based or TBL approach. The second aim of the study was to assess the relationship between the standardized test scores and 4 IRATs given in the course.
Methods:
The study was conducted in a private non-profit university located in the eastern region of the United States using a before and after design with 5 cohorts of students taught over a 3-year period. A total of 338 ABSN students enrolled in a nursing face-to-face Pharmacology courses were taught through traditional lecture (2 cohorts) or TBL classroom (3 cohorts). Traditional group of 110 students were taught a 4-credit pharmacology course using a lecture-based format and completed quizzes during the semester. TBL group of 228 students enrolled in 1-credit pharmacology course, after they completed a 2-credit pharmacology course taught in traditional format, were assigned pre-class activities in preparation for learning, and completed four IRATs and GRATs at the beginning of the classroom similar to quiz content. The remainder of the 1-hour class was used for a short instructor-led discussion and then team-work on a case study. By the end of the semester, both groups completed similar final and a standardized criterion-referenced pharmacology test after they learned the same content.
Results
Significant differences on pharmacology standardized test and final exam scores were found between the groups, with students taught using TBL scoring higher than students in the traditional lecture group. In bivariate analyses, a significant difference was found between the pharmacology final exam scores for the TBL group (mean [SD], 97.11 [4.37]) and traditional group (mean [SD], 88.61 [5.11]); t (363) = -15.83, P = .00. Also, a significant difference was found between the TBL group (mean [SD], 62.17 [9.40]) and traditional group (mean [SD], 59.79 [8.39]); t (336) = -2.25, P = .03 on the standardized test. Significant positive correlations were found between the standardized test scores and IRAT1, IRAT2, IRAT3, and IRAT4 scores (r = .299, .254, .207, and .187, respectively, P = .01).
Conclusions:
TBL had a positive and significant impact on the students’ standardized and final exam scores. Students taught using TBL had a 3-credit course, yet achieved higher final exam and standardized test scores than students taught using traditional methods who had a 4-credit course, suggesting TBL is a more efficient approach to teaching.