Team-based learning experiences of fourth-year pharmacy students in a South African university
Eksteen, Mariet J.
Reitsma, Gerda M.
Swart, Sonet B.
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Objective. To determine fourth-year pharmacy students’ learning experiences with team-based learning (TBL) at a South African university. Methods. A survey composed of biographical data and quantitative questions focusing on student learning experiences was sent to students. There were 183 (91.5%) students who completed the survey. Results. Students had a positive experience with TBL and found it valuable and more worthwhile than traditional lecture methods, regardless of their initial negative perception of TBL. Students enjoyed working in multi-cultural, mixed gender teams. Conclusion. TBL is an effective teaching strategy to simulate the reality of health professions where practitioners are required to work in a team. TBL should be offered in more courses in health professions curriculum in South Africa to strengthen and promote efficient health care delivery