Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-08-01
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| Series: | Pharmacy |
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| Online Access: | https://www.mdpi.com/2226-4787/9/3/148 |
| _version_ | 1797517555520241664 |
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| author | Ruth Vinall Ashim Malhotra Jose Puglisi |
| author_facet | Ruth Vinall Ashim Malhotra Jose Puglisi |
| author_sort | Ruth Vinall |
| collection | DOAJ |
| description | Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (<i>n</i> = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting. |
| first_indexed | 2024-03-10T07:18:10Z |
| format | Article |
| id | doaj.art-3dd6a3c6a671474788feac20eb79fa19 |
| institution | Directory Open Access Journal |
| issn | 2226-4787 |
| language | English |
| last_indexed | 2024-03-10T07:18:10Z |
| publishDate | 2021-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Pharmacy |
| spelling | doaj.art-3dd6a3c6a671474788feac20eb79fa192023-11-22T14:49:31ZengMDPI AGPharmacy2226-47872021-08-019314810.3390/pharmacy9030148Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-StudyRuth Vinall0Ashim Malhotra1Jose Puglisi2Department of Pharmaceutical & Biomedical Sciences, College of Pharmacy, California Northstate University, Elk Grove, CA 95757, USADepartment of Pharmaceutical & Biomedical Sciences, College of Pharmacy, California Northstate University, Elk Grove, CA 95757, USADepartment of Basic Sciences, College of Medicine, California Northstate University, Elk Grove, CA 95757, USAEnsuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (<i>n</i> = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.https://www.mdpi.com/2226-4787/9/3/148accreditationteam-based learningteam activities |
| spellingShingle | Ruth Vinall Ashim Malhotra Jose Puglisi Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study Pharmacy accreditation team-based learning team activities |
| title | Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study |
| title_full | Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study |
| title_fullStr | Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study |
| title_full_unstemmed | Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study |
| title_short | Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study |
| title_sort | use of team based learning pedagogy to prepare for a pharmacy school accreditation self study |
| topic | accreditation team-based learning team activities |
| url | https://www.mdpi.com/2226-4787/9/3/148 |
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