Use of Team Learning in an Introductory Graduate Pharmacology Course

In this poster, aspects of the team learning process, which were introduced into the Endocrine Pharmacology Unit of an Introductory Graduate Pharmacology course, is described. Considerations for curriculum design, small group assignments, instructional materials, small group activities, assessment,...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:The FASEB journal 2006-03, Vol.20 (5), p.A866-A866
1. Verfasser: Dunaway, George Alton
Format: Artikel
Sprache:eng
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:In this poster, aspects of the team learning process, which were introduced into the Endocrine Pharmacology Unit of an Introductory Graduate Pharmacology course, is described. Considerations for curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost/benefit considerations will be presented. The effects of team learning strategies on student participation during class, preparation before class, and student perceptions were examined considering a student feedback instrument, instructor perceptions, comparisons of student performances in the Unit and the Course, and personal interviews with students. The aspects of the team learning activities that were utilized included separation of a class body into independent small groups, required mastery of stated objectives, common instructional materials, group problem solving in a class room environment, opportunities for intergroup discussion, valid information from a content expert as part of the group discussion, and extra‐classroom opportunities for group problem solving and knowledge acquisition. A primary divergence from the classical team learning approach was the ways in which pre‐class preparedness and individual responsibility for knowledge acquisition were encouraged and assessed. Specifically, the Individual Readiness Assurance Test was not utilized; and individual assessment of student performance was obtained at the end of the educational unit. Employing group problem solving by extrapolation from earlier information to provide a response to a probe or addressing important pharmacological issues within a case vignette, proved to be an effective substitute for the Group Readiness Assurance Test.
ISSN:0892-6638
1530-6860
DOI:10.1096/fasebj.20.5.A866