Objectives: Evidence evaluating faculty perception of team-based learning (TBL) compared to traditional lectures is limited. Previous qualitative research determined faculty enjoyed TBL based on increased student interaction from TBL but noted increased design time for class. Perceived workload was not measured. We determined faculty perception of workload and student involvement before and after implementing TBL in a required self-care course, comparing previous experience with traditional lecture to multiple semesters with TBL.

Method: TBL was implemented in the self-care course and continued for an additional three consecutive semesters. Faculty members’ perception of TBL was captured using an anonymous survey. The questionnaire included 11, 5-point Likert scale questions to identify changes in workload, training, and student interaction using TBL.

Results: Twenty-eight responses (100% response rate) were collected from faculty who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty taught in the

course. 100% of respondents who taught $3 semesters (n 5 11) felt TBL student participation either slightly or dramatically increased compared to traditional lecture. While 77% reported TBL increased workload over the initial two semesters, only 35% reported increased workload after three semesters. After one semester of TBL, 26% of respondents reported increased workload while 63% reported no change or a decline in workload.

Implications: This is the first study to measure the impact of TBL implementation with multiple faculty members in a self-care course over multiple semesters. This data can be used to help implement TBL in pharmacy school curricula.