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Evaluation of Student Self-Care Confidence in Two Team-based Learning Formats
Journal of the American Pharmacists Association
  • Abby L. Todt, Manchester University
  • Mary E. Kiersma, Manchester University
  • Tracy R. Frame, Cedarville University
  • Aleda M.H. Chen, Cedarville University
  • Rebecca J. Gryka, Cedarville University
  • Stephanie M. Cailor, Cedarville University
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Objective: The purpose of this study was to evaluate student perceptions and confidence of self-care concepts using a team-based learning (TBL) format at 2 universities. Methods: TBL has been increasingly utilized in higher education because active learning aids in promoting self-directed learning and adaptability in problem-solving situations while improving student performance and increasing active learning time. A 32-item instrument was administered at the beginning and conclusion of a self-care course at 2 universities. The instrument examined student perceptions of self-care utilizing the theory of planned behavior (TPB) domains of perceived behavioral control, subjective norm, and attitude (13 questions, 7-point, Likert-type, [1 = strongly agree; 7 = strongly disagree]), and confidence in learning self-care concepts using Bandura's Social Cognitive Theory (19 questions, 5-point, Likert-type, “not at all confident” to “extremely confident”). Pre- and post-assessments were evaluated using paired t tests and differences between universities using independent t tests since the data were normally distributed. Instrument reliability was measured using Cronbach alpha. Results: A total of 117 students were assigned to TBL teams. Cedarville (N = 53, 100% response) and Manchester (N = 58, 92% response) students completed both instruments. Student self-care perceptions with TPB improved significantly on 8 of 13 questions for Cedarville (P0.8, respectively). Conclusion: Data indicate TBL was effective in improving student confidence in self-care concepts. Since pharmacists must utilize self-directed learning to continually expand their knowledge of pharmacy and be adaptable in problem-solving situations, it is important to establish these skill sets prior to entering the profession.
  • Pharmacy students,
  • self-care,
  • education,
  • confidence,
  • team-based learning
Citation Information
Abby L. Todt, Mary E. Kiersma, Tracy R. Frame, Aleda M.H. Chen, et al.. "Evaluation of Student Self-Care Confidence in Two Team-based Learning Formats" Journal of the American Pharmacists Association Vol. 54 Iss. 2 (2014) p. e150
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