Team-based learning (TBL): An Argument for Faculty's Evaluation
Clark D. Kebodeaux
Scott Martin Vouri
Peter D. Hurd
DOI: https://doi.org/10.24926/iip.v5i2.334
Keywords: team-based learning, faculty perspective, faculty workload, pharmacy, pharmacy school
Abstract
Team-based learning (TBL) is increasingly used for presenting educational information to students in colleges of pharmacy. Several studies have shown a positive impact on students both in terms of academic performance and comprehension. Current literature does not provide the full perspective of faculty, who are incorporating this methodology into the classroom. Cross-sectional surveys and commentary within manuscripts describe mixed findings regarding the faculty's perception of TBL. The aims of this paper are: 1) to describe why faculty evaluation of TBL is important, 2) to outline variables for consideration in faculty evaluations of TBL, and 3) to describe uses for the data from faculty evaluation of TBL.
Type: Idea Paper