Development of guidelines for team-based learning in an undergraduate pharmacy curriculum: a case study

English: An in-depth study was done with a view to develop guidelines for the implementation of team-based learning (TBL) in an undergraduate pharmacy curriculum. The research was initiated in response to the identification of a gap in the knowledge regarding the usage of TBL in a management module within a BPharm curriculum in South Africa. TBL is an active, small group-based teaching strategy where students are actively engaged with one another and the module content to solve real-life problems they might encounter in future. This structured, student-centred strategy allows minimal time for traditional lecture methods. Instead, students are required to acquire knowledge independently prior to class. This opens up time during class for students to work together in teams on an issue, similar to what will be expected of pharmacists as part of the health professions team. The aim of this study was to develop guidelines on how to effectively implement TBL in pharmacy education to enhance student learning. It was attained by means of the following six objectives: to conceptualise and contextualise TBL as a teaching strategy in higher education; to determine the experiences of the pharmacy students regarding team work in the pharmacy profession before they were exposed to TBL; to determine pharmacy students’ learning experience of TBL in the management module of the BPharm curriculum after they were exposed to TBL; to identify whether TBL as a teaching strategy increase pharmacy students’ understanding of the theoretical work (curriculum) presented in the module; to determine whether TBL allows students to develop generic skills such as time management, team work, communication, change, innovation, problem solving and precision, as required for pharmacists on a NQF level 8; and to develop guidelines on how to effectively implement TBL in pharmacy education to enhance student learning. A case-study research design was followed because a single phenomenon of interest in one fourth-year pharmacy group was investigated. A mixed-method research approach was followed including both qualitative and quantitative methods. During the first phase of the study in the beginning of the semester, data were collected via written narratives as part of the exploratory design of mixed method research. This was followed by focus group interviews to further explore the themes identified and to establish the initial experiences of pharmacy students regarding team work in the pharmacy profession before exposure to TBL. At the end of the semester, after student exposure to TBL, a questionnaire was used to collect both quantitative and qualitative data on students’ learning experiences with TBL in comparison with traditional lecture methods, whether TBL fostered the development of a deeper approach to learning, and to investigate the possible development of generic skills essential to the health profession team. From the results of the first phase, it was clear that students had some exposure to being part of the health care team. The focus group interviews pointed out that pharmacy students could identify several contributions a pharmacist can make to the health profession team, which competencies they will need and how university training should prepare them to effectively contribute to the health professions team. The results of the questionnaire indicated that TBL provided students with an enjoyable learning experience and that they prefer TBL over traditional lecture methods. TBL also promoted deeper learning and understanding of course content and fostered the development of essential generic skills commonly referred to as graduate attributes or employability skills. The findings of the study were used to develop guidelines for health professions educators to implement TBL in undergraduate pharmacy education. These evidencebased conclusions can be used to optimise the teaching and learning of pharmacy students in South African higher education.