Perceptions Of Team-based Learning Research Articles

Effectiveness of Team-based Learning Methodology in Improving Learning Outcomes Among 2nd-year Undergraduate Medical Students in Pathology

Abstract Introduction: Team-based learning (TBL) is a student-centric teaching–learning (TL) method and fosters active learning. TBL has an advantage over other small group TL methods for balancing teaching time and resources. Aim: The study aimed to determine the effectiveness of TBL methodology in improving learning outcomes among 2nd-year undergraduate medical students in pathology. Settings and Design: This was a quantitative interventional study involving 100 2nd-year MBBS students in pathology at AIMS, BG Nagara. Methodology: Two groups of 50 students were exposed to three TBL and case-based learning (CBL) sessions on similar topics. For the TBL session, individual readiness assurance test scores and team readiness assurance test scores were obtained. Statistical Analysis Used: For both the TBL and CBL sessions, retention test scores were obtained after 2 weeks and the effectiveness of two methods of learning was determined by comparing the retention test scores by independent Student’s t-test. Feedback on students’ perception of TBL was obtained using a five-point Likert scale. Results: The mean test score of the TBL session was significantly higher than that of CBL sessions (19.80 vs. 15.86, P < 0.0001). Similarly, it was also observed that the retention scores were higher among average performers after the TBL session (19.71 vs. 12.50, P < 0.0002). Conclusion: TBL is more effective than CBL in fostering learning and it selectively benefits average performers more than higher performers, evidenced in this study by better retention of knowledge.

Students’ perception of team-based learning: evidence in Economics

Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.

Learner Autonomy in Team-based Learning: A Case Study of Mechanical Engineering Education

Abstract :Team-based learning (TBL) has been increasingly applied in engineering and science education over the past decade. This study explores a particular TBL approach used in a mechanical engineering module for second-year undergraduates in Taiwan. The results of a survey on these students’ learner autonomy (LA), perceptions of TBL, engagement with TBL, self-reported contributions and concerns about TBL activities were analyzed along with their academic performance. The results suggested that LA played a crucial role in TBL, especially contribution to group work, and that classroom implementations should therefore make it a priority to boost LA. In addition, positive reciprocity was found to be operating during group work. Group differences were found in issues the students expressed concern about. Students who cared about fairness had higher LA and were more likely to contribute to team tasks whilst some students could have been less engaged in group activities due to poororganizational structure. Several challenges were also observed in this study. They included passive learners, classroom-management problems, free-riding, and limited resources. Based on our findings, we recommend that engineering instructors encourage student-teacher communication by using bonus-point incentives, student experts, peer evaluation and group competitions. Keywords : Learner autonomy, mechanical engineering education, Taiwan, Team-based learning.

Exploring the Effects of Team-Based Learning in a Preservice Reading Methods Course

Teacher educators are tasked with preparing preservice teachers with both the content and pedagogical knowledge and skills to teach children to read. In this study we investigated the use of team-based learning (TBL) in a reading methods course as a framework for improving student learning outcomes. TBL is an instructional approach that has been used across a variety of fields in higher education but has only recently made its way into teacher preparation programs. Using mixed methods, we compared TBL to the traditional lecture to explore whether participation in TBL affected preservice elementary teachers’ level of preparation for class, achievement of learning outcomes, and perceptions of TBL. Results showed no statistically significant differences in preparation or learning outcomes. Overall, preservice teachers reported that they liked several TBL components. Further research is required to determine whether TBL has an impact on learning outcomes after a longer period of implementation, over time, and/or on teaching behaviors.

Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

Introduction: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning,problem-based learning (PBL), and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd-year MBBS students in the Pharmacology department, who are also practicing PBB in the 2nd year. 
 Objective: The study aimed to know students’ perceptions about TBL and PBL.
 Methods: Students were asked to anonymously fill the questionnaire regarding each teaching strategy using both open and closed-ended questions. The data were analyzed by using SPSS version 21.
 Results: A total of 120 students filled the questionnaire regarding their perception of TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback useful for their learning in TBL. While for PBL, students found that group members respected different points of view, and there is better integration among different disciplines.
 Conclusion: It is the need of the hour to include new strategies in our curriculum which promote teamwork and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students’ responses in our study.
 
 Keywords:
 Team-based learning (TBL), Problem-based learning (PBL).

Students’ perceptions of team learning across teaching frameworks and settings

The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students’ perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the course structure and teams as the most effective aspects of the course.

The Early Milestones of Team-based Learning: The Key is Sustained Practice

Background: To explore students’ perceptions of team-based learning (TBL) initial implementation in a medical school in Saudi Arabia.
 Methods: This descriptive study used the validated TBL-Student Assessment Instrument (TBL-SAI) to gauge students’ perception of TBL in three subscales: accountability, preference, and satisfaction. Study participants were fourth-year students at the College of Medicine in Prince Sattam Bin Abdul Aziz University, studying a nine-week introductory surgery course in the academic year 2019–2020. Descriptive statistics using the mean scores were used to highlight the results.
 Results: Thirty-three students participated in the study. While the mean scores for the three subscales were: accountability 30 (SD 6.6) (neutral score = 24), preference 43.2 (SD 10.8) (neutral score = 48), and satisfaction 25.2 (SD 8.9) (neutral score = 27), the mean of the total questionnaires’ scores was 98.4 (SD 21.8) (neutral score = 99). Students expressed a minor level of accountability, poor preference and satisfaction, and an overall low rating of TBL activities.
 Conclusion: Low students’ engagement with TBL is likely attributed to their unfamiliarity with this approach and the hostility that they may experience when challenged to refrain from passive learning habits and take an active role toward their learning. Lack of the necessary skills and experience to facilitate TBL encounters and the educational climate where didactic teaching is pervasive may be other factors. Exposure to TBL may initially be associated with poor students’ perception. Perseverance, strong commitment alongside adequate institutional support are necessarily required to mitigate poor outcomes.
 Keywords: active learning, passive learning, team-based learning, Saudi Arabia

Team-based learning in nursing education: A scoping review.

To explore the use and student outcomes of Team-Based Learning in nursing education. Team-Based Learning is a highly structured, evidence-based, student-centred learning strategy that enhances student engagement and facilitates deep learning in a variety of disciplines including nursing. However, the breadth of Team-Based Learning application in nursing education and relevant outcomes are not currently well understood. A scoping review of international, peer-reviewed research studies was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. The following databases were searched on 7 May 2020: Cumulative Index of Nursing and Allied Health Literature, MEDLINE Complete, PsycINFO and Education Resources Information Center. Search terms related to nursing, education and Team-Based Learning. Original research studies, published in English, and reporting on student outcomes from Team-Based Learning in nursing education programmes were included. Of the 1081 potentially relevant citations, 41 studies from undergraduate (n=29), postgraduate (n=4) and hospital (n=8) settings were included. The most commonly reported student outcomes were knowledge or academic performance (n=21); student experience, satisfaction or perceptions of Team-Based Learning (n=20); student engagement with behaviours or attitudes towards Team-Based Learning (n=12); and effect of Team-Based Learning on teamwork, team performance or collective efficacy (n=6). Only three studies reported clinical outcomes. Over the last decade, there has been a growing body of knowledge related to the use of Team-Based Learning in nursing education. The major gaps identified in this scoping review were the lack of randomised controlled trials and the dearth of studies of Team-Based Learning in postgraduate and hospital contexts. This scoping review provides a comprehensive understanding of the use and student outcomes of Team-Based Learning in nursing education and highlights the breadth of application of Team-Based Learning and variability in the outcomes reported.

Exploring the role of simulation to foster interprofessional teamwork among medical and nursing students: A mixed-method pilot investigation in Hong Kong

ABSTRACT Effective teamwork is a critical component of maintaining patient safety. However, there is lack of clarity on the best teaching approach to interprofessional teamwork training in medical and nursing curricula. This study aimed to compare the effects of blended classroom plus clinical simulation versus clinical simulation alone on teamwork attitudes, perceptions and performance in medical and nursing students in Hong Kong. This was a pilot study with a mixed-method research design, with both quantitative and qualitative evaluations. Students who studied medicine or nursing courses at a university in Hong Kong were invited to this study. They were assigned into two groups: clinical simulation alone versus blended classroom plus clinical simulation. The primary outcome was attitudinal change related to teamwork behaviours, which was measured using the Human Factors Attitude Survey. The secondary outcomes were perceptions of team-based learning and teamwork performance, which were accessed by the Team-Based Learning Student Assessment Instrument and Ottawa Global Rating Scale, respectively. Four focus group interviews were conducted after the training sessions. Conventional content analysis using inductive coding was performed with the qualitative data. Forty-six students participated in this study. There was a significant increase in the participants’ positive attitudes on teamwork for both groups (intervention: MD = 5.36 and control: MD = 3.6, p <.05); however, there was no significant difference on increasing positive attitudes between the groups (estimate = 1.76, 95% CI [−8.59, 5.06], p = .61). Qualitative analysis identified four themes: (1) reconsidering professional roles in managing patients; (2) embodying the experience to share responsibility and complement each other’s skills; (3) realizing the importance of trust and communication; and (4) engaging to achieve the mission within a limited time. This pilot study found that a blended classroom did not further improve teamwork attitudes, perceptions and performance in medical and nursing students compared with clinical simulation alone. Qualitative findings showed that students had reconsidered their professional roles in managing patients and realized the importance of teamwork in caring patients.

Student Perceptions of Team-Based Learning in the Criminal Justice Classroom

As instructors seek ways to increase student engagement and retention, several innovative pedagogical approaches have been developed that fosters critical thinking and quality group work. One of these approaches is Team-Based Learning (TBL), a flipped-classroom model that has been found to improve student outcomes and knowledge retention. While prior research has found students tend to have positive perceptions of TBL, these have been limited to other disciplines. The current study sought to examine how students perceive the use of TBL in two criminal justice courses through pre- and post-test surveys. Results indicated that students overall had positive perceptions of TBL as they found solving problems in teams to be effective and tended to prefer TBL to traditional lecture-based courses. Implications and future directions are also discussed.

Undergraduate Students’ Perceptions of Team-Based Learning During an Introductory Agricultural Mechanics Course: A Mixed Methods Study

In higher education classrooms, teacher-centered instruction remains the dominant learning approach. However, as calls have increased for university graduates to demonstrate the ability to solve complex problems, active learning strategies such as flipped classrooms and team-based learning (TBL), have emerged as popular approaches to ensure students possess such skills. The purpose of this mixed methods study was to investigate students’ perceptions of TBL in a flipped introductory to agricultural mechanics course. After data collection, the quantitative and qualitative strands were analyzed independently, compared, and then merged to draw meta-inferences. Quantitative findings suggested that students exhibited an overwhelmingly positive view of TBL. Due to the complexity of the qualitative findings, however, they were assigned priority. To understand the intricacies of students’ perspectives, we narrated the emergent themes through Brunswick's three zones of judgment: (1) acceptance, (b) non-commitment, and (c) rejection. As a result, we noted more diversity in students’ perspectives. However, they remained satisfied with the course overall. Moving forward,

Perception of team-based learning using the team-based learning student assessment instrument: an exploratory analysis within pharmacy and biomedical students in the United Kingdom.

PurposeThis study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.MethodsBetween November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.ResultsThe response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.ConclusionThis study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

Students' Perceptions of Team-based Learning in an Undergraduate Nutrition School.

This article was migrated. The article was marked as recommended. Introduction: Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. Methods: This qualitative descriptive study aimed at knowing Nutrition students' perceptions about the use of Team Based Learning (TBL) in a course. Focus groups were conducted and submitted to content analysis. Results: Categories were grouped into three axes: (1) principles of the method ( teamwork, individual preparation and teacher's role), (2) results of the experience ( knowledge acquisition, critical judgment and communication/argumentation) and (3) meanings of the experience ( engagement/motivation and preference for the method). Teamwork was the most frequent category (51 occurrences), followed by knowledge acquisition (44) and engagement/motivation (35). Axis 1 categories came out linked to each other and to at least one Axis 2 category, revealing the course's coherence with TBL principles, thus allowing better knowledge acquisition, communication skills, and development of critical judgment. Axis 3 was connected to the others, pointing out that both principles of the method and results of the experience contributed to students' engagement and preference for the method. Conclusion: According tostudents' perceptions, TBL can contribute to provide nutritionists with better technical training, critical judgment, and communication skills.

First-year students’ perceptions of team-based learning in a new medical genetics course

ABSTRACT Background Medical education has evolved considerably over the last few years, especially through adoption of new technologies and active methodologies. These methodologies aim to improve learning and engage students deeply in the process. TBL is a methodology widely used in health schools, including Medical Schools. We can use it to work with large groups, divided into small teams. The students first work individually, then within teams, and finally the groups cooperate to solve applied problems. Objectives To describe students’ perceptions and satisfaction about a Medical Genetics course organized into blocks of subject in which we used TBL sessions with first-year medical students. Methods A Medical Genetics course were organized into subject blocks in which a TBL session was conducted in each of these blocks to improve the learning process. At the end of the course, the students answered a questionnaire on satisfaction and perceptions. Results By the first time we described a Medical Genetics course organized into 5 blocks of subject matter on a total of 25 genetic diseases in which a TBL session was conducted in each of these blocks. We enrolled a total of 290 participants and 96% of the students were satisfied with TBL. Furthermore, 97% of students believe that TBL helped them to learn, and 87% approved of use of TBL in the future at other stages of their medical course. Conclusion Application of the TBL method during a medical genetics course was well-received by students and proved an important tool in the structures of curricula for medical education at this university.

Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment

According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students&amp;rsquo; perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Par&amp;aacute;, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students&amp;rsquo; accountability, preference for traditional approach or TBL, and students&amp;rsquo; satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.

Implementing team-based learning (TBL) in accounting courses

ABSTRACTAccounting education has been criticised for ill-equipping graduates for professional employment, with calls for accounting students to acquire a broader range of skills. Working in teams is an important employability skill, yet students generally have negative perceptions of group work. This paper describes a different approach to group work, team-based learning (TBL). Students of introductory accounting courses were organised into permanent strategic teams and worked on multiple team activities. We examined their perceptions of TBL as a key pedagogical component of their learning activities. Compared to a control sample, our findings suggest that the TBL experience improved some attitudes, particularly among quantitatively inclined students. After experiencing TBL, students believed their teamwork abilities had improved, particularly those related to cultural diversity. Students generally believed that their ability in performing the roles of task leader, socio-emotional leader, and information provider improved significantly, as did their preferences for performing the two leadership roles.

Students’ Perceptions of Team-based Learning in an Undergraduate Nutrition School

This article was migrated. The article was marked as recommended. Introduction: Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. Methods: This qualitative descriptive study aimed at knowing Nutrition students' perceptions about the use of Team Based Learning (TBL) in a course. Focus groups were conducted and submitted to content analysis. Results: Categories were grouped into three axes: (1) principles of the method (teamwork, individual preparation and teacher's role), (2) results of the experience (knowledge acquisition, critical judgment and communication/argumentation) and (3) meanings of the experience (engagement/motivation and preference for the method). Teamwork was the most frequent category (51 occurrences), followed by knowledge acquisition (44) and engagement/motivation (35). Axis 1 categories came out linked to each other and to at least one Axis 2 category, revealing the course's coherence with TBL principles, thus allowing better knowledge acquisition, communication skills, and development of critical judgment. Axis 3 was connected to the others, pointing out that both principles of the method and results of the experience contributed to students' engagement and preference for the method. Conclusion: According tostudents' perceptions, TBL can contribute to provide nutritionists with better technical training, critical judgment, and communication skills.

The Structural Framework, Implementation Strategies and Students’ Perception of Team- Based Learning in Undergraduate Medical Education of a Medical School in Malaysia

Abstract Background: Delivery and implementation strategies are key to curriculum success. There is growing evidence that team-based learning (TBL) is an effective way of interactive teaching. TBL is a method that uses learning teams to enhance student engagement and quality of learning. Individual accountability for out-of-class reading is followed by individual and group assessment. In-class application exercises, which is the hallmark of team-based learning promotes both learning and team development. TBL uses educational principles of transforming traditional content into application of knowledge and problem solving skills in an interactive learning environment. Objective: To know the structural framework and students’ perception about TBL in clinical setting of MBBS program in a Malaysian medical school. Method: A total of 120 students assigned to 22 small subgroups of 5-6 per group. TBL was delivered in three phases. In phase I students were assigned reading material. In phase II students were assessed for individual and group performance followed by a mini-lecture. In phase III, in-class application of learning activity was performed. Finally peer assessment evaluated contribution of peer in TBL. A TBL Classroom Evaluation Inventory (TBLCEI) was developed to probe student’s perception of TBL. In addition students were asked to provide their estimated grade in end of the posting assessment. Grades were categorized into excellent pass >85%, high pass 70–84%; average to good pass 50-69% and fail <50%. These grades were measured against students’ TBLCEI survey score using analysis of variance (ANOVA). Results were considered significant at p < 0.05. Result: Results of one-way analysis of TBLCEI scores differed significantly across four estimated end of posting achievers groups, F (3,116) = 52.279, p < 0.001. Bonferroni’s procedure of multiple comparisons indicated that mean value of TBLCEI score of High Pass significantly higher [70.90 (3.684)] than Good Pass [66.57 (3.625)], Pass [60.42 (3.583)] and Fail [57.67 (5.626)] at p < 0.001 Conclusion: It is concluded that medical students favourably liked teaching methods that useTBL as it increases students’ engagement in an outcome-based education. It also provided opportunities of frequent and immediate feedback with newly introduced IF-AT system, provided with partial credit in assessment.

Faculty perception of team-based learning over multiple semesters

IntroductionPerspectives from faculty regarding team-based learning (TBL) are not well understood. Previous studies describe faculty preference for TBL due to increased student interaction despite requiring increased time for design. The perception of changes in faculty workload over multiple semesters has not been measured. This research evaluates faculty workload and perceived student engagement after implementing TBL in a required non-prescription medication course over multiple semesters. MethodsTBL was implemented in the non-prescription medication course and continued for three consecutive semesters. Faculty members’ perception of TBL was captured using an anonymous survey. The survey was an 11 item questionnaire with five Likert-type response options to identify changes in workload, training, and student interaction using TBL. ResultsTwenty-eight total responses were collected from 10 faculty members who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty continually taught in the course. More respondents agreed than disagreed that participation from and interactions with students increased with the TBL course compared to traditional lectures. However, more respondents believed the TBL course approach was more difficult and reported increased workload in the initial semester taught. Enjoyment of teaching increased for a majority of respondents. Discussion and conclusionsThis is the first study to explore the impact of TBL implementation over multiple semesters. These data can be used to help implement TBL in pharmacy school curricula.

Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university

Background and purposePharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students’ perceptions and experiences related to TBL in different years of the pharmacy curriculum. Educational activity and settingTwo classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. FindingsThere was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). DiscussionBoth cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. SummaryStudents, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team.