Comparing the Impact of TBL Versus Lecture Method on Pharmacy Students' Academic Self-efficacy in a Pharmaceutical Biotechnology Course: A Quasi-Experimental Study.

Q2 Medicine
Medical Journal of the Islamic Republic of Iran Pub Date : 2024-05-20 eCollection Date: 2024-01-01 DOI:10.47176/mjiri.38.56
Mahsa Rasekhian, Sadra Haji, Maryam Shahabi, Azizeh Barry, Akram Hashemi, Mahdiyeh Ghasemi, Ghobad Ramezani
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引用次数: 0

Abstract

Background: Students with higher academic self-efficacy usually show higher levels of academic adaptation and are agile in using variant learning strategies. In this regard, training-based learning (TBL), a relatively new educational method, can be considered a complementary method in the education of pharmacy students. This research aims to compare the effect of TBL with the lecture method on the academic self-efficacy of pharmacy students in pharmaceutical biotechnology courses.

Methods: This was a quasi-experimental study of pretest and posttest types with random assignment to 2 control and experimental groups, in which the effects of team-based training and lecture methods were studied in the pharmaceutical biotechnology course. In the experimental group, the students were divided into 8 groups of 6 people, and they spent 5 sessions of the pharmaceutical biotechnology course with the TBL method, and the control group also received the same content by the lecture method. Both groups answered the self-efficacy tool before the intervention, and at the end of the intervention, both groups answered the tool again. After the approval of the university ethics committee and obtaining informed consent, the self-efficacy questionnaire was distributed in person and online among the participants. The quantitative data were collected and analyzed using SPSS software Version 19 (mean and standard deviation, homogeneity of the 2 groups, tests, and Kolmogorov-Smirnov).

Results: The data analysis showed that most of the participants were 22 years old. The independent samples t test results showed that the 2 groups did not have a statistically significant difference in the mean age (P = 0.058). Also, there was no statistically significant difference between the 2 groups in the pretest (P = 0.391), and the 2 groups had almost the same mean. Still, there was a statistically significant difference between the 2 groups in the academic self-efficacy variable in the posttest (P < 0.001).

Conclusion: Team-based teaching methods can increase students' participation and enthusiasm in learning and applying self-efficacy and self-management skills, introducing more diverse career and educational opportunities for pharmacy students.

比较 TBL 与讲授法对药学院学生在制药生物技术课程中的学术自我效能感的影响:一项准实验研究。
背景:学业自我效能感较高的学生通常表现出较高的学业适应能力,并能灵活运用各种学习策略。在这方面,基于训练的学习(TBL)作为一种相对较新的教育方法,可被视为药剂学专业学生教育中的一种补充方法。本研究旨在比较 TBL 与讲授法对药学专业生物技术课程学生学术自我效能感的影响:这是一项前测和后测类型的准实验研究,随机分配到 2 个对照组和实验组,研究团队培训法和讲授法在制药生物技术课程中的效果。在实验组中,学生被分为 8 组,每组 6 人,他们用 5 节课的时间学习了 TBL 方法的制药生物技术课程,对照组也用讲授法学习了相同的内容。干预前,两组学生均回答了自我效能感工具,干预结束后,两组学生均再次回答了自我效能感工具。经大学伦理委员会批准并获得知情同意后,向参与者当面和在线发放了自我效能感问卷。收集的定量数据使用 SPSS 软件 19 版进行分析(均值和标准差、两组同质性、检验和 Kolmogorov-Smirnov):数据分析显示,大多数参与者的年龄为 22 岁。独立样本 t 检验结果显示,两组的平均年龄在统计学上没有显著差异(P = 0.058)。此外,两组在前测中也没有统计学意义上的显著差异(P = 0.391),两组的平均值几乎相同。然而,在后测中,两组学生在学业自我效能变量上的差异有统计学意义(P < 0.001):基于团队的教学方法可以提高学生学习和应用自我效能感和自我管理技能的参与度和积极性,为药学专业学生引入更多样化的职业和教育机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.40
自引率
0.00%
发文量
90
审稿时长
8 weeks
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