Enhancing Active Learning and Critical Thinking in Medicinal Chemistry Through Team-Based Learning
DOI:
https://doi.org/10.57125/FED.2025.03.25.10Keywords:
Collaborative problem-solving, critical thinking skills, educational barriers, student engagement, innovative learning methodsAbstract
Team-Based Learning (TBL) is an innovative teaching method that is increasingly applied in pharmacy education to enhance engagement, collaboration, and understanding of complex subjects, such as Medicinal Chemistry. This study aimed to investigate pharmacy students’ perceptions of TBL, focusing on its advantages, disadvantages, and broader implications for learning. A questionnaire structured with closed-ended and open-ended questions was used. Quantitative data were analysed using descriptive and inferential statistics, while qualitative responses underwent thematic analysis. The results indicate that students have more positive perceptions of TBL, emphasising its interactive and collaborative nature. Results reported in studies suggest TBL is effective at improving understanding of complex concepts, promoting critical thinking, and developing teamwork skills. Overall, the face-to-face TBL sessions demonstrated superior engagement and comprehension compared to their virtual counterparts, likely due to the direct exchanges. However, students reported several obstacles, including content that was too complex, having insufficient time to prepare, and difficulty with technical terminology. Despite this, group discussions, quizzes, and the practical usefulness of the material stood out as significant triggers that encourage active participation (though not obligatory). The potential of TBL to significantly enhance learning outcomes and professional skill development in pharmacy education is emphasised in this study. This study identifies substantial barriers, including preparation challenges and issues with online implementation, which can further inform the optimal use of its potential. These findings contribute to the development of TBL approaches in health-related disciplines and the context of interprofessional education.
References
Aimiya, Y., Mizuno, T., Sakakibara, M., Matsumoto, N., Sugiura, S.-Y., Mizokami, F., Lee, J. K., & Yamada, S. (2024). Effectiveness of online team-based learning for pharmacists on how to conduct clinical medication reviews for old patients in Japan: A randomized controlled trial. In Vivo, 38(1), 460–466. https://doi.org/10.21873/invivo.13460
Alizadeh, M., Masoomi, R., Mafinejad, M. K., Parmelee, D., Khalaf, R. J., & Norouzi, A. (2024). Team-based learning in health professions education: An umbrella review. BMC Medical Education, 24(1), Article 1131. https://doi.org/10.1186/s12909-024-06147-x
Andrade, C. H., Kümmerle, A. E., & Guido, R. V. C. (2018). Medicinal chemistry perspectives for the 21st century: Challenges and opprotunities [Dataset]. SciELO journals. https://doi.org/10.6084/M9.FIGSHARE.6448511
Boers, F., & Faez, F. (2023). Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet? Language Teaching Research. https://doi.org/10.1177/13621688231167573
Burgess, A., & Matar, E. (2023). Team-Based Learning (TBL): Theory, planning, practice, and implementation. In D. Nestel, G. Reedy, L. McKenna, & S. Gough (Eds.), Clinical Education for the Health Professions (pp. 1325–1353). Springer Nature Singapore. https://doi.org/10.1007/978-981-15-3344-0_128
Costa, B. S. A., & Corrêa, V. D. O. S. (2024). Team based learning na formação médica: Impacto na aquisição de conhecimentos anatômicos e competências para o trabalho em equipe [Team based learning in medical education: impact on the acquisition of anatomical knowledge and skills for teamwork]. Revista Sustinere, 12(1), 240–263. https://doi.org/10.12957/sustinere.2024.56370
Dele, D. A., Faseyi, O. M., & Temitayo, F. (2016). Importance of team based learning on the academic performance of medical students: A systematic review. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 24(1), 192–200. https://www.academia.edu/download/94169359/872.pdf
Dnyanesh, S., Shirahatti, A., Bhimalli, S. M., Yadav, S. K., & Dnyanesh, K. (2024). Team-based Learning (TBL) in medical education: Fostering collaboration and enhancing learning outcomes. Medical Journal of Dr. D.Y. Patil Vidyapeeth, 17(5), 1036–1042. https://doi.org/10.4103/mjdrdypu.mjdrdypu_908_23
Eksteen, M. J. (2019). Does team-based learning develop essential generic skills in pharmacy students? South African Journal of Higher Education, 33(1), 59–73. https://doi.org/10.20853/33-1-1332
Elameen, M. E. (2023). Editorial 2, team-based learning. Sudan Journal of Health Sciences, 1(1), 3–5. https://doi.org/10.69993/sjhs.2023.1.1.en2
Farland, M. Z., Sicat, B. L., Franks, A. S., Pater, K. S., Medina, M. S., & Persky, A. M. (2013). Best practices for implementing team-based learning in pharmacy education. American Journal of Pharmaceutical Education, 77(8), Article 177. https://doi.org/10.5688/ajpe778177
Finn, A. (2015). Team-based learning. Innovations in Teaching & Learning Conference Proceedings, (JC Room E) Interactive Session Pages. https://doi.org/10.13021/G8930F
Guchhait, S. K. (2024). Medicinal chemistry education: Molecular level understanding of all medicinal properties and innovative strategies. Journal of Medicinal Chemistry, 67(21), 18637–18639. https://doi.org/10.1021/acs.jmedchem.4c02460
Haase, E., Phan, B., & Goldberg, H. (2017, June 24–28). Molecules and cells: Team-based and multi-modal learning improves comprehension and increases content retention [Conference presentation abstract]. 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio, United States. https://doi.org/10.18260/1-2--28685
Hacke, C., & Nunan, D. (2019). Factors underpinning discrepant findings from reviews on the same topic: A systematic analysis of Cochrane and non-Cochrane reviews. bioRxiv. https://doi.org/10.1101/574046
Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3-4), 303–333. https://pmc.ncbi.nlm.nih.gov/articles/PMC4643940/
Haight, R. C., & Brooks, M. J. (2022). Does Team Based Learning (TBL) in the pharmacy classroom foster leadership skills in the workplace?. INNOVATIONS in Pharmacy, 13(3), Article 4. https://doi.org/10.24926/iip.v13i3.4304
Heber, S., Wagner-Menghin, M., Volf, I., Slak Rupnik, M., Schmid, D., Marz, R., & Fischer, M. J. M. (2024). Short-term cognitive learning outcomes in team-based learning: Is the permanent team important? Medical Education Online, 29(1), Article 2397864. https://doi.org/10.1080/10872981.2024.2397864
Hrynchak, P., & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher, 34(10), 796–801. https://doi.org/10.3109/0142159X.2012.687120
Hur, Y., Cho, A.-R., & Kim, S. (2013). Review on the administration and effectiveness of team-based learning in medical education. Korean Journal of Medical Education, 25(4), 271–277. https://doi.org/10.3946/kjme.2013.25.4.271
Johnson, C. (2009). Team-based learning for health professions education: A guide to using small groups for improving learning. The Journal of Chiropractic Education, 23(1), 47–48. https://doi.org/10.3946/kjme.2013.25.2.169
Kolluru, S., Roesch, D. M., & Akhtar De La Fuente, A. (2012). A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content. American Journal of Pharmaceutical Education, 76(2), Article 33. https://doi.org/10.5688/ajpe76233
Korayem, G. B., Alghamdi, A. A., Aljuhani, O., Ivy, D., Alhubaishi, A. A., & Alkofide, H. (2024). Team-based learning versus traditional teaching effect on pharmacy students’ performance: A systematic review and meta-Analysis. Saudi Pharmaceutical Journal, 32(4), Article 102017. https://doi.org/10.1016/j.jsps.2024.102017
Lang, B., Zhang, L., Lin, Y., Han, L., Zhang, C., & Liu, Y. (2019). Team-based learning pedagogy enhances the quality of Chinese pharmacy education: A systematic review and meta-analysis. BMC Medical Education, 19(1), Article 286. https://doi.org/10.1186/s12909-019-1724-6
Leupen, S. (2020). Team-based learning in STEM and the health sciences. In J. J. Mintzes & E. M. Walter (Eds.), Active learning in college science (pp. 219–232). Springer International Publishing. https://doi.org/10.1007/978-3-030-33600-4_15
Levine, R., & Hudes, P. (2021). What is team-based learning? In R. E. Levine & P. D. Hudes (Eds.), How-to guide for team-based learning (pp. 1–11). Springer International Publishing. https://doi.org/10.1007/978-3-030-62923-6_1
Li, W., Ouyang, Y., Xu, J., & Zhang, P. (2022). Implementation of the student-centered team-based learning teaching method in a medicinal chemistry curriculum. Journal of Chemical Education, 99(5), 1855–1862. https://doi.org/10.1021/acs.jchemed.1c00978
Methaneethorn, J., & Methaneethorn, J. (2022). A systematic review of using team-based learning in a pharmacokinetics course. Pharmacy Education, 22(1), 63–72. https://doi.org/10.46542/pe.2022.221.6372
Michaelsen, L. K., Parmelee, D. X., McMahon, K. K., Levine, R. E., & Billings, D. M. (Eds.). (2008). Team-based learning for health professions education: A guide to using small groups for improving learning (1st ed.). Stylus.
Minz, N. K. & Saluja, A. (2024). Developing skills with team-based learning. In B. Scott & M. Fox (Eds.), Cases on economics education and tools for educators (pp. 25–53). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-7583-6.ch002
Miracle, V. A. (2004). Making sense of conflicting research findings. Dimensions of Critical Care Nursing, 23(5), 230–233. https://doi.org/10.1097/00003465-200409000-00009
Mokkapati, A. (2021). Team based learning as an effective interactive teaching tool: A cross sectional comparative study. Global Journal for Research Analysis, 10(5), 63–65. https://doi.org/10.36106/gjra/1806610
Mullin, R. (2003). Challenges for medicinal chemistry: ACS-sponsored forum explores ways to serve pharmaceutical companies’ needs. Chemical & Engineering News Archive, 81(42), 18. https://doi.org/10.1021/cen-v081n042.p018
Nussbaumer, P. (2015). Medicinal chemists of the 21st century—Who are we and where to go? ChemMedChem, 10(7), 1133–1139. https://doi.org/10.1002/cmdc.201500133
Parmelee, D. (2022). Team-based learning. In K. N. Huggett, K. M. Quesnelle, & W. B. Jeffries (Eds.), An introduction to medical teaching (Vol. 20, pp. 77–84). Springer International Publishing. https://doi.org/10.1007/978-3-030-85524-6_6
Parmelee, D. X., & Al-Kadi, A. S. (2014). Team-based learning. In K. N. Huggett & W. B. Jeffries (Eds.), An introduction to medical teaching (pp. 69–76). Springer Netherlands. https://doi.org/10.1007/978-94-017-9066-6_6
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275–e287. https://doi.org/10.3109/0142159X.2012.651179
Silva, E. C. E., Lino-Neto, T., Ribeiro, E., Rocha, M., & Costa, M. J. (2022). Going virtual and going wide: Comparing team-based learning in-class versus online and across disciplines. Education and Information Technologies, 27(2), 2311–2329. https://doi.org/10.1007/s10639-021-10683-0
Suno, M., Yoshida, T., Koyama, T., Zamami, Y., Miyoshi, T., Mizushima, T., & Tanimoto, M. (2013). The effectiveness of Team-based Learning (TBL) as a new teaching approach for pharmaceutical care education. YAKUGAKU ZASSHI, 133(10), 1127–1134. https://doi.org/10.1248/yakushi.12-00254
Thirunaaukarasu, D., Karthikeyan, E., Norman, Geetha, M., Princz, F., & Tejas, J. (2024). Team based learning: An effective teaching-learning method in undergraduate teaching in community medicine. International Journal Of Community Medicine And Public Health, 11(6), 2358–2361. https://doi.org/10.18203/2394-6040.ijcmph20241499
Thomas, D., & Sabina, R. (2021). Team-based learning. In A. Fornari & A. Poznanski (Eds.), How-to guide for active learning (pp. 19–28). Springer International Publishing. https://doi.org/10.1007/978-3-030-62916-8_3
Tweddell, S. (2020). Evaluating the introduction of team-based learning in a pharmacy consultation skills module. Pharmacy Education, 20, 151–157. https://doi.org/10.46542/pe.2020.201.151157
Walters, D. E. (2013). Team-based learning applied to a medicinal chemistry course. Medical Principles and Practice, 22(1), 2–3. https://doi.org/10.1159/000342819
Yunikawati, N. A., & Tuanani, M. A. M. (2022). TBL vs. PBL: Which is more effective model in economics learning?. Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 10(2), 181–192. https://doi.org/10.21009/JPEB.010.2.7
Zhan, X., Liu, R., & Dai, L. (2019). The key points and effect of TBL: A research review. In C. Huang, Y. Zhong, & Z. Wang (Eds.), Proceedings of the 2019 4th International Conference on Modern Management, Education Technology and Social Science (MMETSS 2019) (pp. 476–479). Atlantis Press. https://doi.org/10.2991/mmetss-19.2019.95
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 author
This work is licensed under a Creative Commons Attribution 4.0 International License.
