Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis
Background: Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-04-01
|
| Series: | Saudi Pharmaceutical Journal |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S1319016424000677 |
| _version_ | 1797247939034218496 |
|---|---|
| author | Ghazwa B. Korayem Albandari A. Alghamdi Ohoud Aljuhani Delaney Ivy Alaa A. Alhubaishi Hadeel Alkofide |
| author_facet | Ghazwa B. Korayem Albandari A. Alghamdi Ohoud Aljuhani Delaney Ivy Alaa A. Alhubaishi Hadeel Alkofide |
| author_sort | Ghazwa B. Korayem |
| collection | DOAJ |
| description | Background: Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods: This systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results: A total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion: TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction. |
| first_indexed | 2024-03-07T16:53:53Z |
| format | Article |
| id | doaj.art-5b413ea042594cc9ab8a77ce1a2db752 |
| institution | Directory Open Access Journal |
| issn | 1319-0164 |
| language | English |
| last_indexed | 2024-04-24T20:06:39Z |
| publishDate | 2024-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Saudi Pharmaceutical Journal |
| spelling | doaj.art-5b413ea042594cc9ab8a77ce1a2db7522024-03-24T06:56:41ZengElsevierSaudi Pharmaceutical Journal1319-01642024-04-01324102017Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-AnalysisGhazwa B. Korayem0Albandari A. Alghamdi1Ohoud Aljuhani2Delaney Ivy3Alaa A. Alhubaishi4Hadeel Alkofide5Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi ArabiaPharmaceutical Care Division, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi ArabiaDepartment of Pharmacy Practice, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi ArabiaIrma Lerma Rangel School of Pharmacy, Texas A&M Health, Texas, United StatesDepartment of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia; Corresponding author at: Department of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman University, Riyadh 11671, Saudi Arabia.Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi ArabiaBackground: Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods: This systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results: A total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion: TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction.http://www.sciencedirect.com/science/article/pii/S1319016424000677Team-based learningTraditional learningLecturingAcademic performanceScores |
| spellingShingle | Ghazwa B. Korayem Albandari A. Alghamdi Ohoud Aljuhani Delaney Ivy Alaa A. Alhubaishi Hadeel Alkofide Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis Saudi Pharmaceutical Journal Team-based learning Traditional learning Lecturing Academic performance Scores |
| title | Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis |
| title_full | Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis |
| title_fullStr | Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis |
| title_full_unstemmed | Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis |
| title_short | Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis |
| title_sort | team based learning versus traditional teaching effect on pharmacy students performance a systematic review and meta analysis |
| topic | Team-based learning Traditional learning Lecturing Academic performance Scores |
| url | http://www.sciencedirect.com/science/article/pii/S1319016424000677 |
| work_keys_str_mv | AT ghazwabkorayem teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis AT albandariaalghamdi teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis AT ohoudaljuhani teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis AT delaneyivy teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis AT alaaaalhubaishi teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis AT hadeelalkofide teambasedlearningversustraditionalteachingeffectonpharmacystudentsperformanceasystematicreviewandmetaanalysis |