Teaching Clinical Pharmacology Using Team-Based Learning: A Comparison Between Third- and Fourth-Year Medical Students

Authors

  • Dr Imad Bou Akl MD,

    1. Department of Internal Medicine, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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  • Dr Fatima Ghaddar MD,

    1. Medical Education Unit, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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  • Dr Ramzi Sabra MD, MHPE,

    1. Medical Education Unit, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
    2. Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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  • Dr Dean Parmelee MD, FAACAP, FAPA,

    1. Boonshoft School of Medicine, Wright State University, Dayton, Ohio
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  • Dr Joseph A. Simaan MD,

    1. Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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  • Dr Zeina A. Kanafani MD, MS, CIC,

    1. Department of Internal Medicine, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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  • Dr Nathalie K. Zgheib MD

    Corresponding author
    1. Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
      Address for correspondence: Nathalie K. Zgheib, MD, Department of Pharmacology and Toxicology, American University of Beirut Faculty of Medicine, PO Box 11-0236, Riad El Solh, Beirut 1107 2020, Lebanon; e-mail: nk16@aub.edu.lb.
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Address for correspondence: Nathalie K. Zgheib, MD, Department of Pharmacology and Toxicology, American University of Beirut Faculty of Medicine, PO Box 11-0236, Riad El Solh, Beirut 1107 2020, Lebanon; e-mail: nk16@aub.edu.lb.

Abstract

The purpose of this study was to formulate evidence-based recommendations on whether to deliver the team-based learning (TBL)-designed clinical pharmacology course at the American University of Beirut Faculty of Medicine (AUBFM) during the third year instead of the fourth and final year of the medical curriculum. Between June 2010 and May 2011, AUBFM offered the course to both classes simultaneously to compare their performance. The findings of this endeavor supported the introduction of the course during the third year, first because fourth-year students did not outperform third-year students despite having the advantage of an additional year of clinical experience, and second, third-year teams seemed more likely to develop into better functioning teams. The findings also suggested that simultaneous delivery of TBL sessions to both third- and fourth-year teams was less favorably recommended because of the varying learning pace of both student groups.

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