Journal des soins pharmaceutiques et des systèmes de santé
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Team Based Learning Strategy Applied to Pharmacy Based Courses

Patricia Sealy

Objective: To assess students’ performance in courses of the school of pharmacy’s curriculum. Design: The Team-Based Learning strategy was used as a means to instruct students compared with the Traditional Learning strategies of instruction for two courses in the school’s curriculum. Assessment: There was a significant difference (p 0.048 to ≤ 0.001) in grades A to C for the Complementary/ Alternative Medicine and Nonprescription Drugs course in academic year 2014-2015 compared with the previous year. A significant difference (p ≤ 0.002) was only observed in grades B and C for the Immunology and Microbiology course relative to the previous year. Conclusion: The Team-Based Learning strategy may account for the observed differences in the grades. It is hoped that students are better able to retain and recall the course content as they progress in the curriculum. This may ensure that learning outcomes are achievable and/or demonstrative when students enter the practice environment.