Abstract
Introduction
Virtual TBL is an online adaptation of the team-based learning (TBL) instructional strategy, emphasizing collaborative learning and problem-solving. The emergency shift to virtual TBL during the COVID-19 pandemic presented unique challenges. This study aims to 1) compare overall pharmacy students’ perceptions and attitudes toward face-to-face (FTF) TBL vs. virtual TBL in the didactic curriculum and stratify their perceptions and attitudes by various students’ characteristics; 2) evaluate students’ perceptions of the strengths and weaknesses of virtual TBL.
Methods
This mixed-methods, pre-post, cross-sectional study utilized an anonymous survey to collect the data. Pharmacy students completed a survey to compare their perceptions and attitudes toward learning, class experience, learning outcomes achieved, and satisfaction with FTF TBL vs. virtual TBL using a 5-point Likert-type scale. Additionally, the survey included two open-ended questions to gather students’ perceptions of the strengths and weaknesses of virtual TBL. Quantitative survey data were analyzed using the Wilcoxon matched-pairs signed rank exact test, while qualitative survey data were analyzed using thematic analysis.
Results
A total of 117 students (response rate of 59.4%) completed the study survey. Pharmacy students perceived FTF TBL to be superior to virtual TBL in their attitudes toward learning, class experience, learning outcomes achieved, and overall satisfaction across various students’ characteristics. While the students identified some unique strengths of using virtual TBL, they also highlighted several weaknesses of using this learning modality compared to FTF TBL.
Conclusions
Pharmacy students perceived FTF TBL to be superior to virtual TBL across various students’ characteristics. These findings can be helpful to pharmacy programs considering the implementation of virtual TBL in their didactic curricula. Future research should explore whether a purposefully designed virtual TBL environment, as opposed to the pandemic-driven emergency TBL planning, can influence students’ perceptions and attitudes toward virtual TBL.
Description
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/)
Publisher
Taylor & Francis
Date of publication
2023
Language
english
Persistent identifier
http://hdl.handle.net/10950/4242
Document Type
Article
Recommended Citation
Shoair, Osama A.; Smith, Winter J.; Abdelaziz, May H.; Veronin, Michael A.; Glavy, Joseph S.; and Pirtle, Shelby J., "Pharmacy students’ perceptions and attitudes toward face-to-face vs. virtual team-based learning (TBL) in the didactic curriculum: A mixed-methods study" (2023). Pharmacy Faculty Publications and Presentations. Paper 10.
http://hdl.handle.net/10950/4242