Evaluating the use of a team-based learning project in the education of dietary supplements for pharmacy students

Objectives

To evaluate a team-based learning (TBL) activity on dietary supplements for Doctor of Pharmacy (PharmD) students; and to demonstrate concept reinforcement through active learning.

Methods

A TBL project was incorporated into a required Self-Care course involving second professional year PharmD students. Groups of four students were assigned to create a public service announcement (PSA) video based on an assigned dietary supplement. Students also completed an individual component for their respective supplement using one of five predetermined topics (ie: monograph, advertisement critique, etc). After completing PSAs, students viewed them during class and evaluated peers using a standardized rubric. Students were surveyed after completion of the assignment to evaluate their experience with the team-based learning activity.

Results

Responses from 2013 and 2014 surveys (n=181) indicated that 86.5% and 76.7% of students strongly agreed/agreed that the TBL activities enhanced their learning about common dietary supplements. Additionally, 85% of students strongly agreed/agreed the PSA activity improved their group’s ability to work as a team.  On average, 59.3% of students strongly agreed/agreed they learned from their peers while watching their PSAs.  Almost three-quarters of students strongly agreed that the dietary supplement PSA activity was a worthwhile experience.

Conclusions

TBL is an effective teaching method for professional degree students. Students felt the project increased their learning about dietary supplements while improving teamwork skills. Teamwork collaboration is an invaluable skill due to the growth of interdisciplinary patient care models.