Research Information System
Athens Journal of Education, vol.6, no.1, pp.77-92, 2019 (Scopus)
The purpose of this study is to identify students’ reactions to the implementation of
team-based learning as an instructional strategy in a pharmacology course in the
context of a Turkish university. Team-based learning is defined as an active form of
learning that not only encourages individual effort but also team involvement to learn
in an academic setting. Team-based learning is one of the learning techniques/methods
that is increasingly being used in medical education. Literature shows that in teambased learning students apply the concepts at the time they are learned in the
classroom, before the exams, as opposed to traditional lecturing, in which the concepts
that are learned are later tested in the exams. Furthermore, research supports that
faculty are more engaged with their students in team-based learning, since it affords
instructors the ability to readily identify what their students are achieving, as opposed
to traditional lecturing or other group approaches. There are limited studies in Turkey
that examine the applications of team-based learning in a higher education setting.
Therefore, this study describes the use of the team-based learning technique in an
undergraduate health science course in Turkey. The initial results indicate that this
instructional strategy was beneficial for students’ learning.