Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study.

Ruth Vinall,Ashim Malhotra,Jose Puglisi

doi:10.3390/pharmacy9030148

Ruth Vinall, Ashim Malhotra + Show 1 more

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https://doi.org/10.3390/pharmacy9030148

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Abstract

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

Highlights

Health profession education (HPE) programs such as those leading to professional doctoral degrees in pharmacy, medicine, psychology, occupational therapy, nursing, and others must deliver standardized and high-quality education to their graduates
In the United States, compliance with accreditation standards is typically documented through completion of a self-study in which HPE programs must work with all stakeholders including administrators, faculty, staff, students, preceptors, and alumni to generate a self-study report, which is reviewed by accreditation agencies prior to a site visit [6,7,8]
We further propose that the use of Team Based Learning (TBL) for accreditation self-study training will promote and enhance effective forming, norming, storming, and performing of teams of individuals, committees, and organizations that will participate in the accreditation process, all of which are essential and time-consuming stages of effective team development

Summary

Introduction

Health profession education (HPE) programs such as those leading to professional doctoral degrees in pharmacy, medicine, psychology, occupational therapy, nursing, and others must deliver standardized and high-quality education to their graduates. A successful accreditation self-study report and site visit is quintessential to the vitality and sustainability of pharmacy programs in terms of an independent assessment of program deliverables, outcomes, and the overall quality of the graduate, and in terms of program reputation and viability. It follows that HPE programs must optimally effectuate the accreditation self-study in an efficient, timely, and inclusive manner. Evidence of engagement of all stakeholders in the self-study process is required and must be documented in the first page of the accreditation self-study report

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