DEVELOPMENTS: Adaption of Team Learning to an Introductory Graduate Pharmacology Course

George Dunaway

69 citations0/0 files storedTeaching and Learning in Medicine

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Problem and Project Based Learning Innovations in Medical Education Innovative Teaching and Learning Methods

Abstract

BACKGROUND: Team-learning experiences within a large group setting have a variety of educational applications. DESCRIPTION: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated. EVALUATION: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students. CONCLUSION: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.

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1998Relating member ability and personality to work-team processes and team effectiveness.1964Social Psychology: A Brief Introduction 1999Team effectiveness: Beyond skills and cognitive ability.2003Team learning: Collectively connecting the dots.2003The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students 1997Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development 1996What Every Faculty Developer Needs to Know about Learning Groups

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