Abstract
BackgroundRecent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China.MethodsSix databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer’s Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement.ResultsA total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students’ learning enthusiasm, students’ self-study ability, thinking ability, and enhanced students’ communication skills.ConclusionsTBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.
Highlights
Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education
We hope that the present study can verify the availability of Teambased learning (TBL) in Chinese pharmacy education system, and provide some useful information for other regions with similar pedagogical structures in China. This meta-analysis was conducted consistent with the recommendations in the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement [12] and the guidelines described in the Cochrane Handbook
The questionnaires to assess students’ qualities and abilities were performed in four studies [13, 17, 23, 24], all of them mentioned the effects of pedagogies on developing students’ learning enthusiasm and self-study ability, 3 of them mentioned their effects on developing thinking ability, and 2 studies described their effects on enhancing communication skills
Summary
Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. As one innovative and interactive pedagogical approach, Teambased learning (TBL) expanded beyond its initial business domain into medical school around the world [1,2,3,4,5,6,7]. The introduction of such pedagogical approach enlightens students’ learning motivation and tendency to think autonomously. It creates a positive atmosphere in classroom for students to communicate mutually and to solve the problems cooperatively. Unknown and hardship existed constantly, the reformation and innovation of Chinese medical education has been proceeding in last ten years [8]
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