A systematic review of using team-based learning in a pharmacokinetics course

Abstract

Background: This systematic review aimed to summarise an application of team-based learning (TBL) in pharmacokinetics courses, to compare the learning outcomes of TBL to that of traditional lecture-based courses, and to identify the benefits of using a TBL strategy in pharmacokinetics courses. Method: PubMed, Scopus, and ERIC EBSCO databases were systematically searched, and 191 non-redundant articles were retrieved. Of these, seven articles were included. Results: Implementation of a TBL in pharmacokinetic courses resulted in several positive results including higher examination grades, improvement in professionalism aspects such as altruism, accountability, and honesty. Student engagement, peer learning, and the development of transferable skills could also be observed. Despite these positive benefits, some challenges exist, such as an increase in initial workload for faculty members, preparation of appropriate assignments, and suitable strategy to facilitate students. Conclusion: Future TBL implementation should be critically designed to optimise faculties’ workload and students’ engagement to the course.