Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis.

ABSTRACT:

Background

Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China.

Methods

Six databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the

SUBMITTER: Lang B 

PROVIDER: S-EPMC6664710 | biostudies-literature | 2019 Jul

REPOSITORIES: biostudies-literature