Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study.
Purpose: The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice le...
| Publicado en: | Journal of Educational Evaluation for Health Professions Vol. 19; pp. 1 - 9 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
National Health Personnel Licensing Examination Board
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161333822&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161333822 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19755937 B0CC jtl: Journal of Educational Evaluation for Health Professions issn: 19755937 maglogo: N pubinfo: dt: 2022 vid: 19 pid: 58691 pub: National Health Personnel Licensing Examination Board artinfo: ui: 161333822 161333822 161333822 10.3352/jeehp.2022.19.29 161333822 ppf: 1 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study. aug: au: Carpenter, Rob Edwin Coyne, Leanne Silberman, Dave Takemoto, Jody Kyoto affil: Soules College of Business, The University of Texas at Tyler, Tyler, TX, USA sug: subj: Learning Methods United States Teamwork Skill Acquisition Mathematics Students, Pharmacy Human Prospective Studies United States Quantitative Studies Questionnaires Retrospective Design Teaching Methods, Clinical Convenience Sample Descriptive Statistics Data Analysis Software Male Female Adolescence Adult Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Purpose: The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education. Methods: Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HS-RT-N were analyzed. Results: In total, 163 pharmacy student scores met the inclusion criteria. The students' numeracy skills measured by HSRT-N improved after 2 years of TBL instruction. Conclusion: Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students' ability to numerate critically. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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