Yes / Purpose:
It aimed at testing the applicability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom (UK) pharmacy students’ attitude toward team-based learning.
Methods:
TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford that utilized TBL as a primary instructional method across credit bearing modules. Validity and reliability tests were conducted on the data, along with comparisons between the two schools.
Results:
Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P < 0.005).
Conclusion:
This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/8960 |
| Date | 2016 August 1929 |
| Creators | Nation, L.M., Tweddell, Simon, Rutter, P. |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | (c) 2016 National Health Personnel Licensing Examination Board of the Republic of Korea. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited., CC-BY |
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