Teaching tertiary literature in a drug information class can be uninteresting to students so a new innovative teaching technique was incorporated, team-based learning. After two years of using team-based learning, the grades for tertiary literature were compared to the two previous years standard lectures were used. Because this technique reinforces the subject matter by having each student take an individual test and then a team test, the increased scores emphasized team-based learning over standard lecturing. For the two years prior to incorporating team-based learning, the average score was 81% whereas the subsequent average was 90%. Students particularly liked to physically look up answers using the databases provided which resembled real life experience. Times to set up the technique along with adequate physical space for teams to collaborate were limitations. Overall, team-based learning provided a new method for students to understand tertiary literature.
Redwanski, John, "Incorporating Team-Based Learning In A Drug Information Course Covering Tertiary Literature" (2011). Pharmacy Practice Faculty Publications. 1.