Abstract
Background: Team-learning experiences within a large group setting have a variety of educational applications.Description: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated.Evaluation: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students.Conclusion: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.