Development of guidelines for team-based learning in an undergraduate pharmacy curriculum: a case study
| dc.contributor.advisor | Swart, S. B. | |
| dc.contributor.advisor | Reitsma, G. M. | |
| dc.contributor.author | Eksteen, M. J. | |
| dc.date.accessioned | 2017-08-14T06:34:18Z | |
| dc.date.available | 2017-08-14T06:34:18Z | |
| dc.date.issued | 2017-01 | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | Afrikaans: ‘n In-diepte studie is uitgevoer met die oog op die ontwikkeling van riglyne vir die implementering van span-gebaseerde leer (SGL) in ’n voorgraadse farmasiekurrikulum. Die navorsing is geïnnisieer as gevolg van die identifikasie van ‘n gaping in die kennis aangaande die gebruik van SGL in ‘n bestuursmodule in ‘n BPharm-kurrikulum in Suid- Afrika. ‘n Gevallestudie-navorsingsontwerp is gevolg omdat ‘n enkele verskynsel van belang in een vierdejaarsfarmasiegroep ondersoek is. ‘n Gemengde-metode navorsingsbenadering is gevolg wat kwalitatiewe en kwantitatiewe metodes ingesluit het. Tydens die eerste fase van die studie in die begin van die semester is data ingesamel deur middel van geskrewe narratiewe as deel van die verkennende ontwerp van gemengde-metode navorsing. Dit is gevolg deur fokusgroeponderhoude om die temas wat geïdentifiseer is verder te ondersoek en om apteker-studente se aanvanklike ervarings van spanwerk in die farmasieberoep voor blootstelling aan SGL te bepaal. Aan die einde van die semester nadat student aan SGL blootgestel is, is ‘n vraelys gebruik om kwantitatiewe en kwalitatiewe data in te samel aangaande studente se leerervarings van SGL in vergelyking met tradisionele lesingmetodes, of SGL die ontwikkeling van ‘n dieper aanslag tot leer bevorder het, en om die moontlike ontwikkeling van generiese vaardighede noodsaaklik tot die gesondheidsorgspan te ondersoek. Op grond van die resultate van die eerste fase was dit duidelik dat studente ‘n mate van blootstelling gehad het aan om deel van die gesondheidsorgspan te wees. Die fokusgroeponderhoude het uitgewys dat apteker-studente verskeie bydraes kon identifiseer wat ‘n apteker kan maak tot die gesondheidsorgspan, watter vaardighede hulle gaan nodig hê en hoe universiteitsopleiding hulle moet voorberei om effektief by te dra tot die gesondheidsorgspan. Die resultate van die vraelys het aangedui dat SGL studente met ‘n genotvolle leerervaring voorsien en dat hulle SGL bo tradisionele lesingmetodes verkies. SGL het ook dieper leer en verstaan van kursusinhoud bevorder en die ontwikkeling van noodsaaklike generiese vaardighede, oor die algemeen verwys na as gegradueerde kenmerke of indiensneembaarheidsvaardighede, gekweek. Die bevindinge van die studie is gebruik om riglyne te ontwikkel vir gesondheidsorgopvoeders om SGL in voorgraadse farmasie-onderrig te implementeer. Hierdie bewysgebaseerde gevolgtrekkinge kan gebruik word om onderrig en leer van apteker-studente in Suid-Afrikaanse hoër onderwys te optimaliseer. SGL is ‘n aktiewe, kleingroep-gebaseerde onderrigstrategie waar studente aktief met mekaar en die moduleïnhoud betrokke is om probleme uit die werklike wêreld wat hulle moontlik in die toekoms mag teëkom op te los. Hierdie gestruktureerde, studentgesentreerde strategie laat minimale tyd toe vir tradisionele lesingsmetodes. In plaas daarvan word daar van studente verwag om kennis selfstandig vooraf op te doen. Dit maak tyd gedurende klas beskikbaar vir studente om in spanne saam te werk aan ‘n kwessie, soortgelyk aan wat van aptekers as deel van die gesondheidsorgspan verwag sal word. Die doel van hierdie studie was om riglyne te ontwikkel vir hoe om SGL effektief in farmasie-onderrig te implementeer om studenteleer te verbeter. Dit is bereik deur die volgende ses doelwitte: om SGL as ‘n onderrigstrategie in hoër onderwys te konseptualiseer en te kontekstualiseer; om die apteker-studente se ervarings van spanwerk in die farmasieberoep voor hulle aan SGL blootgestel is te bepaal; om aptekerstudente se leerervaringe van SGL in the bestuursmodule van die BPharm-kurrikulum nadat hulle aan SGL blootgestel is te bepaal; om te identifiseer of SGL as ‘n onderrigstrategie apteker-studente se verstaan van die teoretiese werk (kurrikulum) in die module aangebied verbeter; om te bepaal of SGL studente toelaat om generiese vaardighede soos tydbestuur, spanwerk, kommunikasie, verandering, innovasie, probleemoplossing en presiesheid te ontwikkel, soos vereis vir aptekers op ‘n NKR-vlak 8; om riglyne te ontwikkel vir hoe om TBL effektief in farmasie onderrig toe te pas om studenteleer te verbeter. ‘n Gevallestudie-navorsingsontwerp is gevolg omdat ‘n enkele verskynsel van belang in een vierdejaarsfarmasiegroep ondersoek is. ‘n Gemengde-metode navorsingsbenadering is gevolg wat kwalitatiewe en kwantitatiewe metodes ingesluit het. Tydens die eerste fase van die studie in die begin van die semester is data ingesamel deur middel van geskrewe narratiewe as deel van die verkennende ontwerp van gemengde-metode navorsing. Dit is gevolg deur fokusgroeponderhoude om die temas wat geïdentifiseer is verder te ondersoek en om apteker-studente se aanvanklike ervarings van spanwerk in die farmasieberoep voor blootstelling aan SGL te bepaal. Aan die einde van die semester nadat student aan SGL blootgestel is, is ‘n vraelys gebruik om kwantitatiewe en kwalitatiewe data in te samel aangaande studente se leerervarings van SGL in vergelyking met tradisionele lesingmetodes, of SGL die ontwikkeling van ‘n dieper aanslag tot leer bevorder het, en om die moontlike ontwikkeling van generiese vaardighede noodsaaklik tot die gesondheidsorgspan te ondersoek. Op grond van die resultate van die eerste fase was dit duidelik dat studente ‘n mate van blootstelling gehad het aan om deel van die gesondheidsorgspan te wees. Die fokusgroeponderhoude het uitgewys dat apteker-studente verskeie bydraes kon identifiseer wat ‘n apteker kan maak tot die gesondheidsorgspan, watter vaardighede hulle gaan nodig hê en hoe universiteitsopleiding hulle moet voorberei om effektief by te dra tot die gesondheidsorgspan. Die resultate van die vraelys het aangedui dat SGL studente met ‘n genotvolle leerervaring voorsien en dat hulle SGL bo tradisionele lesingmetodes verkies. SGL het ook dieper leer en verstaan van kursusinhoud bevorder en die ontwikkeling van noodsaaklike generiese vaardighede, oor die algemeen verwys na as gegradueerde kenmerke of indiensneembaarheidsvaardighede, gekweek. Die bevindinge van die studie is gebruik om riglyne te ontwikkel vir gesondheidsorgopvoeders om SGL in voorgraadse farmasie-onderrig te implementeer. Hierdie bewysgebaseerde gevolgtrekkinge kan gebruik word om onderrig en leer van apteker-studente in Suid-Afrikaanse hoër onderwys te optimaliseer. | af |
| dc.description.sponsorship | North-West University Scholarship of Teaching and Learning (SoTL) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/6538 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Team-based learning (TBL) | en_ZA |
| dc.subject | Teaching strategy | en_ZA |
| dc.subject | Undergraduate | en_ZA |
| dc.subject | Pharmacy students | en_ZA |
| dc.subject | Health professions education | en_ZA |
| dc.subject | Health professions team | en_ZA |
| dc.subject | Learning experience | en_ZA |
| dc.subject | Guidelines | en_ZA |
| dc.subject | Pharmacy curriculum | en_ZA |
| dc.subject | Pharmacology -- Study and teaching | en_ZA |
| dc.subject | Education, Higher -- South Africa | en_ZA |
| dc.subject | Thesis (Ph.D. (Health Professions Education))--University of the Free State, 2017 | en_ZA |
| dc.title | Development of guidelines for team-based learning in an undergraduate pharmacy curriculum: a case study | en_ZA |
| dc.type | Thesis | en_ZA |