Purpose



It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL.





Methods



TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools.





Results



Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P<0.005).





Conclusion



This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching

Hasan

Leanne Marie Nation

Parmelee

Paul Rutter

Polit

Simon Tweddell

Tabachnick

Tweddell

Journal of Educational Evaluation for Health Professions

PubMed

Purpose It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P<0.005). Conclusion This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching

Directory of Open Access Journals

The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learning

Purpose: It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods: TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results: Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P<0.005). Conclusion: This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching

Nation, Leanne Marie

Tweddell, Simon

Rutter, Paul

CLoK

Page 1 of  5(page number not for citation purposes)2016, Korea Health Personnel Licensing Examination Institute  This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Journal of Educational Evaluation for Health ProfessionsJ Educ Eval Health Prof 2016; 13: 30 • http://dx.doi.org/10.3352/jeehp.2016.13.30Research articleOpen AccessThe applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learningLeanne Marie Nation1, Simon Tweddell2, Paul Rutter3*1School of Pharmacy, University of Wolverhampton, Wolverhampton, United Kingdom; 2School of Pharmacy, University of Bradford, Bradford, United Kingdom; 3School of Pharmacy, University of Central Lancashire, Preston, United KingdomAbstractPurpose: It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods: TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results: Stu-dents’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor load-ings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P< 0.005). Conclu-sion: This validated instrument has demonstrated reliability and validity when used with pharmacy students. Further-more students at both schools preferred TBL compared to traditional teaching.Keywords: Great Britain; Learning; Pharmacies; Reproducibility of results; Pharmacy studentsIntroductionTeam-based learning (TBL) developed by Larry Michaelson in the late 1970’s for business education has been adopted in health professional education, in particular, medical educa-tion. The first reported use of TBL in pharmacy education was in 2008 [1]. It has since been adopted in a number of colleges and schools of pharmacy, predominantly in the United Sates [2] but more recently in the United Kingdom [3,4]. The ma-jority of papers from pharmacy and medical education have shown improvement in marks/grades for that particular course of study and an increase in overall cohort progression, which is also accompanied with generally positive student percep-tion [5,6]. To the authors’ knowledge there is no published validated instrument within medicine or pharmacy to TBL in assessing student opinion. Given the increased use of phar-macy, the ability to use a validated tool regarding the use of this teaching methodology is both timely and needed. The only example of a validated instrument to gather student per-ceptions of TBL comes from nursing [7]. The team-based learning student assessment instrument (TBL-SAI) consists of 33 items using 5-point Likert scale and contains 3 subscales. Subscale 1 measures accountability (items 1-8, a score of 25 or more favors TBL, in terms of students preparing for class and contributing to a team). Subscale 2 measures learning prefer-ence (items 9-24, score of 49 or more indicates preference in favor of TBL). Subscale 3 measures student satisfaction (items *Corresponding email: prutter@uclan.ac.ukReceived: May 28, 2016; Accepted: August 28, 2016;  Published online: August 29, 2016This article is available from: http://jeehp.org/eISSN: 1975-5937Page 2 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.3025-33, a score of 28 or more indicates student satisfaction in favor of TBL). Therefore this study aimed at determining if the TBL-SAI can be used with pharmacy students validly and reliably.MethodsStudents from two schools of pharmacy, at Wolverhampton and Bradford in the United Kingdom, participated in the quan-titative survey study where TBL was in 2011 and 2012, respec-tively. At both schools TBL was used to deliver material on di-agnostic reasoning and managing signs and symptoms seen in a community pharmacy. This represented one sixth of each respective year’s teaching (equivalent to 20 credits worth of learning). For Wolverhampton, TBL took place in the third year whereas at Bradford this occurred in the fourth year of study.The TBL-SAI available from: http://links.lww.com/NE/A75 was administered to Bradford students in 2013 and to Wolver-hampton students in 2015. Permission was granted by Heidi Mennenga to use the instrument. Students from both schools completed the survey ‘in-class’ at the end of teaching and be-fore any final examinations were undertaken. Data was col-lected anonymously. Survey data were entered into IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA) and analyzed using descriptive statistics and the following statistical tests; Kaiser-Meyer-Olkin (KMO) principal axis factoring with varimax rotation and independent samples t-test. Sample size estima-tion and post hoc power analysis was determined using GPow-er software ver. 3.1.9.2 (GPower Software Inc., Kiel, Germany).Ethical approvalEthical approval was granted by the Behavioural Sciences Ethics Committee at the University of Wolverhampton and the Biomedical, Natural, Physical and Health Sciences Research Ethics Panel at the University of Bradford.ResultsThe total response rate was 80.0% (138/173): Wolverhamp-ton, 74.1% (63/85) and Bradford, 85.2% (75/88). The power was 0.83 using post hoc power analysis, with a sample size es-timation of 84 (with effect size= 0.8).Data analysisThe data was subject to the KMO measure of sampling ade-quacy prior to factor analysis being performed. Values greater than 0.60 for the total instrument indicate that factor analysis can be performed [8]. The KMO score for the total instrument was 0.846 (Wolverhampton, 0.675; Bradford, 0.767) allowing factor analysis.Validity and reliability testingPrincipal axis factoring with varimax rotation was performed on the data (Appendix 1). Items of which factor loading val-ues higher than 0.40 were shown to be valid within the instru-ment [9]. The results showed that all items had a factor load-ing of greater than 0.40. Sub-analysis of the data showed that Table 1. Factor loading of less than 0.40 for detected items for varimax rotation from questionnaire of team-based learning student assessment instru-ment provided to pharmacy students in University of Wolverhampton, United KingdomNo. ItemsFactor1 2 3 4 5 6 74 My contribution to the team is not important. -0.479 -0.341 0.103 -0.123 0.31321 I can easily remember from lecture. 0.126 -0.582 0.148 0.23628 I do not like to work in teams. -0.722 0.122 0.263 0.20630 Team-based learning activities are a waste of time. -0.754 0.150 0.214 0.196 -1.01Table 2. Total TBL student assessment instrument score and sub-scale scores for schools of pharmacy at University of Wolverhampton and University of Bradford, United KingdomAccountability (reference range: > 25 favors TBL)Preference to teaching style (reference range: > 49 favors TBL)Students’ satisfaction (reference range: > 28 favors TBL)Total (reference range:  > 102 favors TBL)Range Mean SD Range Mean SD Range Mean SD Range Mean SDTotal 8-40 30.7 5.4 30-76 54.2 8.8 13-45 33.0 7.1 63-158 117.9 17.9Wolverhampton 13-35 27.7 4.3 30-62 50.2 6.2 17-37 28.8 4.7 80-131 106.7 11.4Bradford 8-40 33.2 5.0 33-76 57.6 9.2 13-45 36.5 6.8 63-158 127.2 19.7TBL, team-based learning; SD, standard deviation.Page 3 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30for Wolverhampton, items 4, 21, 28, and 30 had factor load-ings of less than 0.40 (Table 1), whereas no items in the Brad-ford data had factor loadings less than 0.4. Internal consisten-cy tests were also conducted using Cronbach’s alpha to deter-mine reliability of the total instrument. Cronbach’s alpha score was reliable at 0.897 for the total instrument: 0.793 for Wolver-hampton and 0.902 for Bradford.Comparison of data setsThe total instrument score and the scores for each school of pharmacy along with the three sub-scales scores is shown in Table 2. Total scores and all three sub-scale scores showed pref-erence to TBL. Sub-analysis showed that scores at Bradford were higher than those at Wolverhampton (P < 0.005). The average percentage score for the TBL modules in the study was 64.0% from the students in Wolverhampton and 67.0% from students in Bradford. The average percentage score across the year was 61.6% from students in Wolverhampton and 67.0% from students in Bradford. Although no statistical anal-ysis was performed on the attainment data, the average percent-age module scores and year scores appear to be very similar.DiscussionThe primary purpose of this study was to determine the ap-plicability of the TBL-SAI when used with pharmacy students. Statistical analysis, through factor analysis, showed that all items had a factor loading of greater than 0.4; therefore, the TBL-SAI appeared valid and reliable when used with phar-macy students to assess their attitude towards TBL. Given the increasing use of TBL as a teaching method within pharmacy education, the ability to use a validated tool will give educators the opportunity to test student preference. Data sets from both schools showed preference for learning using TBL compared with traditional methods. The majority of students enjoyed and benefited from learning using this methodology. These findings mirror those seen in nursing students [7].Preference score for TBL from Bradford was higher than those from Wolverhampton. This difference may be partly ex-plained through differences in instructional delivery of TBL, given that the module content was very similar. Bradford ad-opted the ‘purist’ approach to TBL. They had dedicated col-laborative learning rooms, incorporated summative peer eval-uation as part of the process and summatively assessed the readiness assurance tests. In contrast Wolverhampton, had no dedicated TBL teaching facility, and did not have peer evalua-tion in place as the sessions were formative in nature.A further difference in delivery was that multiple staffs with specific TBL training delivered material at Bradford compared to a single individual at Wolverhampton. Wolverhampton has subsequently developed a purist approach to TBL, with evalu-ations ongoing. In addition to delivery methods, the students were at different stages of their education. Bradford students were one year ahead and had much greater exposure to expe-riential learning on managing patient signs and symptoms than Wolverhampton students. Notwithstanding these differ-ences, overall, the tool showed validity in both schools’ stu-dents lending some weight to the applicability of its use. We acknowledge that comparing the two groups does have limita-tions to the data but both schools were chosen as they were early adopters of TBL methodology in United Kingdom phar-macy education and gave the opportunity to assess the useful-ness of the TBL-SAI allowing other educators to potentially benefit from our experiences. Mitigating against the use of two differing groups was that they appear to have similar aca-demic profiles; therefore, the differences in TBL preferences is more likely due to the TBL delivery rather than the students’ differences.Two groups of pharmacy students were included in the study, with both being relatively small in terms of sample size. The students in Wolverhampton had a slightly lower response rate than those in Bradford, which may have had an impact. Final-ly, the study only demonstrates preference of TBL and not of academic outcomes of TBL compared to traditional teaching. Therefore, it is recommended that further testing is required in pharmacy schools that are using TBL to further add to evi-dence of higher academic outcome.In conclusion, the TBL-SAI demonstrated reliability and validity in pharmacy students. Students in both pharmacy schools preferred TBL compared to traditional lectures, al-though Bradford students have a much stronger preference for TBL. The tool appears valid for use in pharmacy students but more widespread use of the tool is required to see if the results of this study are reproducible to determine adoption of the tool for pharmacy educators of TBL.ORCID: Leanne Marie Nation: http://orcid.org/0000-0001-8896-3714; Simon Tweddell: http://orcid.org/0000-0003-0974- 5853; Paul Rutter: http://orcid.org/0000-0003-4106-1515Conflict of interestNo potential conflict of interest relevant to this article was reported.AcknowledgmentsThe authors would like to thank Dr. Paul Wilson, University of Wolverhampton, for his assistance with the statistical analysis.Page 4 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30Supplementary materialsAudio recording of abstractRaw data of the researchReferences1. Letassy NA, Fugate SE, Medina MS, Stroup JS, Britton ML. Us-ing team-based learning in an endocrine module taught across two campuses. Am J Pharm Educ 2008;72:103. http://dx.doi.org/10.5688/aj72051032. Allen RE, Copeland J, Franks AS, Karimi R, McCollum M, Riese DJ 2nd, Lin AY. Team-based learning in US colleges and schools of pharmacy. Am J Pharm Educ 2013;77:115. http://dx.doi.org/ 10.5688/ajpe7761153. Nation L, Rutter P. A comparison of pharmacy student attain-ment, progression, and perceptions using team- and problem-based learning: experiences from Wolverhampton School of Pharmacy, UK. Curr Pharm Teach Learn 2015;7:884-891. http://dx.doi.org/10.1016/j.cptl.2015.08.0194. Tweddell S. A new direction for pharmacy education. Pharm J 2013;291:645. http://dx.doi.org/10.1211/pj.2013.111320145. Hasan S. Teaching ethics to pharmacy students using a team-based learning approach. Pharm Educ 2011;11:99-106.6. Parmelee DX, DeStephen D, Borges NJ. Medical students’ atti-tudes about team-based learning in a pre-clinical curriculum. Med Educ Online 2009;14:1. http://dx.doi.org/10.3885/meo.2009. Res002807. Mennenga HA. Development and psychometric testing of the team-based learning student assessment instrument. Nurse Educ 2012;37:168-172. http://dx.doi.org/10.1097/NNE.0b013e31825a 87cc8. Tabachnick B, Fidell L. Using multivariate statistics. 5th ed. New York (NY): Allyn and Bacon; 2007.9. Polit D, Beck C. Nursing research: generating and assessing evi-dence for nursing practice. 8th ed. New York (NY): Lippincott Williams & Wilkins; 2008.Page 5 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30Appendix 1. Rotated factor matrixa)Factor1 2 3 4 5 6 7 8q1 0.174 0.223 0.710 0.029 -0.003 0.027 0.182 0.040q2 0.145 0.044 0.798 0.140 0.066 0.025 0.126 -0.003q3 0.309 0.113 0.634 0.022 0.017 0.094 0.236 0.029q4 0.082 0.693 0.120 0.127 -0.133 0.059 0.040 0.102q5 -0.021 -0.028 0.321 0.012 0.012 0.045 0.638 0.114q6 0.151 0.021 0.208 0.001 -0.155 0.081 0.715 -0.115q7 0.266 0.078 0.543 0.255 -0.114 0.002 0.416 0.102q8 0.349 -0.039 0.368 0.059 0.092 0.020 0.401 0.015q9 0.233 0.037 0.059 0.775 0.051 -0.069 0.098 0.058q10 0.249 0.100 -0.027 0.828 0.087 0.010 -0.005 0.022q11 0.063 0.355 0.016 0.141 0.078 -0.025 0.099 0.720q12 0.291 0.164 0.157 0.602 0.001 0.187 0.009 -0.069q13 0.130 0.625 0.007 -0.006 -0.109 0.168 -0.001 0.426q14 -0.065 0.182 0.058 0.000 0.124 -0.024 -0.045 0.636q15 0.441 0.009 0.011 0.154 0.116 0.508 0.190 0.009q16 0.028 -0.061 -0.044 0.129 0.782 -0.044 0.067 0.099q17 0.595 0.124 0.053 0.174 0.001 0.597 0.033 -0.041q18 -0.104 -0.190 0.004 -0.082 0.744 0.019 -0.158 0.142q19 0.575 0.113 0.062 0.085 -0.021 0.598 0.048 0.012q20 0.604 0.049 0.163 -0.008 0.067 0.586 0.032 -0.021q21 -0.004 0.178 0.070 0.010 0.541 0.070 -0.033 -0.038q22 0.076 0.588 0.237 0.025 -0.034 0.132 -0.085 0.217q23 0.591 0.127 -0.051 0.050 -0.032 0.229 0.151 -0.119q24 0.160 0.004 0.102 0.317 -0.036 0.108 -0.013 0.075q25 0.866 -0.022 0.218 0.161 -0.064 0.102 -0.012 -0.041q26 0.783 0.076 0.143 0.133 -0.020 0.140 -0.016 0.102q27 0.770 0.051 0.246 0.236 -0.006 0.123 -0.032 -0.012q28 0.168 0.878 -0.052 0.024 0.086 -0.119 0.025 -0.017q29 0.796 0.053 0.152 0.137 0.040 0.012 0.071 0.024q30 0.009 0.817 0.097 0.098 0.117 0.016 0.013 0.130q31 0.739 0.133 0.036 0.166 -0.029 0.172 0.212 0.002q32 0.746 0.127 0.164 0.274 -0.043 0.044 0.068 0.107q33 0.819 0.063 0.194 0.303 -0.058 0.000 0.072 -0.018Extraction method: principal axis factoring. Rotation method: varimax with Kaiser normalization.a)Rotation converged in 9 iterations.

ArticleThe applicability of a validated team­based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team­based learningNation, Leanne Marie, Tweddell, Simon and Rutter, PaulAvailable at http://clok.uclan.ac.uk/15510/Nation, Leanne Marie, Tweddell, Simon and Rutter, Paul (2016) The applicability of a validated team­based learning student assessment instrument to assess United Kingdom pharmacy students'  attitude toward team­based learning. Journal of Educational Evaluation for Health Professions, 13 (30).  It is advisable to refer to the publisher’s version if you intend to cite from the work.http://dx.doi.org/10.3352/jeehp.2016.13.30For more information about UCLan’s research in this area go to http://www.uclan.ac.uk/researchgroups/ and search for <name of research Group>.For information about Research generally at UCLan please go to http://www.uclan.ac.uk/research/ All outputs in CLoK are protected by Intellectual Property Rights law, includingCopyright law.  Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the http://clok.uclan.ac.uk/policies/CLoKCentral Lancashire online Knowledgewww.clok.uclan.ac.ukPage 1 of  5(page number not for citation purposes)2016, Korea Health Personnel Licensing Examination Institute  This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Journal of Educational Evaluation for Health ProfessionsJ Educ Eval Health Prof 2016; 13: 30 • http://dx.doi.org/10.3352/jeehp.2016.13.30Research articleOpen AccessThe applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learningLeanne Marie Nation1, Simon Tweddell2, Paul Rutter3*1School of Pharmacy, University of Wolverhampton, Wolverhampton, United Kingdom; 2School of Pharmacy, University of Bradford, Bradford, United Kingdom; 3School of Pharmacy, University of Central Lancashire, Preston, United KingdomAbstractPurpose: It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods: TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results: Stu-dents’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor load-ings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P< 0.005). Conclu-sion: This validated instrument has demonstrated reliability and validity when used with pharmacy students. Further-more students at both schools preferred TBL compared to traditional teaching.Keywords: Great Britain; Learning; Pharmacies; Reproducibility of results; Pharmacy studentsIntroductionTeam-based learning (TBL) developed by Larry Michaelson in the late 1970’s for business education has been adopted in health professional education, in particular, medical educa-tion. The first reported use of TBL in pharmacy education was in 2008 [1]. It has since been adopted in a number of colleges and schools of pharmacy, predominantly in the United Sates [2] but more recently in the United Kingdom [3,4]. The ma-jority of papers from pharmacy and medical education have shown improvement in marks/grades for that particular course of study and an increase in overall cohort progression, which is also accompanied with generally positive student percep-tion [5,6]. To the authors’ knowledge there is no published validated instrument within medicine or pharmacy to TBL in assessing student opinion. Given the increased use of phar-macy, the ability to use a validated tool regarding the use of this teaching methodology is both timely and needed. The only example of a validated instrument to gather student per-ceptions of TBL comes from nursing [7]. The team-based learning student assessment instrument (TBL-SAI) consists of 33 items using 5-point Likert scale and contains 3 subscales. Subscale 1 measures accountability (items 1-8, a score of 25 or more favors TBL, in terms of students preparing for class and contributing to a team). Subscale 2 measures learning prefer-ence (items 9-24, score of 49 or more indicates preference in favor of TBL). Subscale 3 measures student satisfaction (items *Corresponding email: prutter@uclan.ac.ukReceived: May 28, 2016; Accepted: August 28, 2016;  Published online: August 29, 2016This article is available from: http://jeehp.org/eISSN: 1975-5937Page 2 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.3025-33, a score of 28 or more indicates student satisfaction in favor of TBL). Therefore this study aimed at determining if the TBL-SAI can be used with pharmacy students validly and reliably.MethodsStudents from two schools of pharmacy, at Wolverhampton and Bradford in the United Kingdom, participated in the quan-titative survey study where TBL was in 2011 and 2012, respec-tively. At both schools TBL was used to deliver material on di-agnostic reasoning and managing signs and symptoms seen in a community pharmacy. This represented one sixth of each respective year’s teaching (equivalent to 20 credits worth of learning). For Wolverhampton, TBL took place in the third year whereas at Bradford this occurred in the fourth year of study.The TBL-SAI available from: http://links.lww.com/NE/A75 was administered to Bradford students in 2013 and to Wolver-hampton students in 2015. Permission was granted by Heidi Mennenga to use the instrument. Students from both schools completed the survey ‘in-class’ at the end of teaching and be-fore any final examinations were undertaken. Data was col-lected anonymously. Survey data were entered into IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA) and analyzed using descriptive statistics and the following statistical tests; Kaiser-Meyer-Olkin (KMO) principal axis factoring with varimax rotation and independent samples t-test. Sample size estima-tion and post hoc power analysis was determined using GPow-er software ver. 3.1.9.2 (GPower Software Inc., Kiel, Germany).Ethical approvalEthical approval was granted by the Behavioural Sciences Ethics Committee at the University of Wolverhampton and the Biomedical, Natural, Physical and Health Sciences Research Ethics Panel at the University of Bradford.ResultsThe total response rate was 80.0% (138/173): Wolverhamp-ton, 74.1% (63/85) and Bradford, 85.2% (75/88). The power was 0.83 using post hoc power analysis, with a sample size es-timation of 84 (with effect size= 0.8).Data analysisThe data was subject to the KMO measure of sampling ade-quacy prior to factor analysis being performed. Values greater than 0.60 for the total instrument indicate that factor analysis can be performed [8]. The KMO score for the total instrument was 0.846 (Wolverhampton, 0.675; Bradford, 0.767) allowing factor analysis.Validity and reliability testingPrincipal axis factoring with varimax rotation was performed on the data (Appendix 1). Items of which factor loading val-ues higher than 0.40 were shown to be valid within the instru-ment [9]. The results showed that all items had a factor load-ing of greater than 0.40. Sub-analysis of the data showed that Table 1. Factor loading of less than 0.40 for detected items for varimax rotation from questionnaire of team-based learning student assessment instru-ment provided to pharmacy students in University of Wolverhampton, United KingdomNo. ItemsFactor1 2 3 4 5 6 74 My contribution to the team is not important. -0.479 -0.341 0.103 -0.123 0.31321 I can easily remember from lecture. 0.126 -0.582 0.148 0.23628 I do not like to work in teams. -0.722 0.122 0.263 0.20630 Team-based learning activities are a waste of time. -0.754 0.150 0.214 0.196 -1.01Table 2. Total TBL student assessment instrument score and sub-scale scores for schools of pharmacy at University of Wolverhampton and University of Bradford, United KingdomAccountability (reference range: > 25 favors TBL)Preference to teaching style (reference range: > 49 favors TBL)Students’ satisfaction (reference range: > 28 favors TBL)Total (reference range:  > 102 favors TBL)Range Mean SD Range Mean SD Range Mean SD Range Mean SDTotal 8-40 30.7 5.4 30-76 54.2 8.8 13-45 33.0 7.1 63-158 117.9 17.9Wolverhampton 13-35 27.7 4.3 30-62 50.2 6.2 17-37 28.8 4.7 80-131 106.7 11.4Bradford 8-40 33.2 5.0 33-76 57.6 9.2 13-45 36.5 6.8 63-158 127.2 19.7TBL, team-based learning; SD, standard deviation.Page 3 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30for Wolverhampton, items 4, 21, 28, and 30 had factor load-ings of less than 0.40 (Table 1), whereas no items in the Brad-ford data had factor loadings less than 0.4. Internal consisten-cy tests were also conducted using Cronbach’s alpha to deter-mine reliability of the total instrument. Cronbach’s alpha score was reliable at 0.897 for the total instrument: 0.793 for Wolver-hampton and 0.902 for Bradford.Comparison of data setsThe total instrument score and the scores for each school of pharmacy along with the three sub-scales scores is shown in Table 2. Total scores and all three sub-scale scores showed pref-erence to TBL. Sub-analysis showed that scores at Bradford were higher than those at Wolverhampton (P < 0.005). The average percentage score for the TBL modules in the study was 64.0% from the students in Wolverhampton and 67.0% from students in Bradford. The average percentage score across the year was 61.6% from students in Wolverhampton and 67.0% from students in Bradford. Although no statistical anal-ysis was performed on the attainment data, the average percent-age module scores and year scores appear to be very similar.DiscussionThe primary purpose of this study was to determine the ap-plicability of the TBL-SAI when used with pharmacy students. Statistical analysis, through factor analysis, showed that all items had a factor loading of greater than 0.4; therefore, the TBL-SAI appeared valid and reliable when used with phar-macy students to assess their attitude towards TBL. Given the increasing use of TBL as a teaching method within pharmacy education, the ability to use a validated tool will give educators the opportunity to test student preference. Data sets from both schools showed preference for learning using TBL compared with traditional methods. The majority of students enjoyed and benefited from learning using this methodology. These findings mirror those seen in nursing students [7].Preference score for TBL from Bradford was higher than those from Wolverhampton. This difference may be partly ex-plained through differences in instructional delivery of TBL, given that the module content was very similar. Bradford ad-opted the ‘purist’ approach to TBL. They had dedicated col-laborative learning rooms, incorporated summative peer eval-uation as part of the process and summatively assessed the readiness assurance tests. In contrast Wolverhampton, had no dedicated TBL teaching facility, and did not have peer evalua-tion in place as the sessions were formative in nature.A further difference in delivery was that multiple staffs with specific TBL training delivered material at Bradford compared to a single individual at Wolverhampton. Wolverhampton has subsequently developed a purist approach to TBL, with evalu-ations ongoing. In addition to delivery methods, the students were at different stages of their education. Bradford students were one year ahead and had much greater exposure to expe-riential learning on managing patient signs and symptoms than Wolverhampton students. Notwithstanding these differ-ences, overall, the tool showed validity in both schools’ stu-dents lending some weight to the applicability of its use. We acknowledge that comparing the two groups does have limita-tions to the data but both schools were chosen as they were early adopters of TBL methodology in United Kingdom phar-macy education and gave the opportunity to assess the useful-ness of the TBL-SAI allowing other educators to potentially benefit from our experiences. Mitigating against the use of two differing groups was that they appear to have similar aca-demic profiles; therefore, the differences in TBL preferences is more likely due to the TBL delivery rather than the students’ differences.Two groups of pharmacy students were included in the study, with both being relatively small in terms of sample size. The students in Wolverhampton had a slightly lower response rate than those in Bradford, which may have had an impact. Final-ly, the study only demonstrates preference of TBL and not of academic outcomes of TBL compared to traditional teaching. Therefore, it is recommended that further testing is required in pharmacy schools that are using TBL to further add to evi-dence of higher academic outcome.In conclusion, the TBL-SAI demonstrated reliability and validity in pharmacy students. Students in both pharmacy schools preferred TBL compared to traditional lectures, al-though Bradford students have a much stronger preference for TBL. The tool appears valid for use in pharmacy students but more widespread use of the tool is required to see if the results of this study are reproducible to determine adoption of the tool for pharmacy educators of TBL.ORCID: Leanne Marie Nation: http://orcid.org/0000-0001-8896-3714; Simon Tweddell: http://orcid.org/0000-0003-0974- 5853; Paul Rutter: http://orcid.org/0000-0003-4106-1515Conflict of interestNo potential conflict of interest relevant to this article was reported.AcknowledgmentsThe authors would like to thank Dr. Paul Wilson, University of Wolverhampton, for his assistance with the statistical analysis.Page 4 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30Supplementary materialsAudio recording of abstractRaw data of the researchReferences1. Letassy NA, Fugate SE, Medina MS, Stroup JS, Britton ML. Us-ing team-based learning in an endocrine module taught across two campuses. Am J Pharm Educ 2008;72:103. http://dx.doi.org/10.5688/aj72051032. Allen RE, Copeland J, Franks AS, Karimi R, McCollum M, Riese DJ 2nd, Lin AY. Team-based learning in US colleges and schools of pharmacy. Am J Pharm Educ 2013;77:115. http://dx.doi.org/ 10.5688/ajpe7761153. Nation L, Rutter P. A comparison of pharmacy student attain-ment, progression, and perceptions using team- and problem-based learning: experiences from Wolverhampton School of Pharmacy, UK. Curr Pharm Teach Learn 2015;7:884-891. http://dx.doi.org/10.1016/j.cptl.2015.08.0194. Tweddell S. A new direction for pharmacy education. Pharm J 2013;291:645. http://dx.doi.org/10.1211/pj.2013.111320145. Hasan S. Teaching ethics to pharmacy students using a team-based learning approach. Pharm Educ 2011;11:99-106.6. Parmelee DX, DeStephen D, Borges NJ. Medical students’ atti-tudes about team-based learning in a pre-clinical curriculum. Med Educ Online 2009;14:1. http://dx.doi.org/10.3885/meo.2009. Res002807. Mennenga HA. Development and psychometric testing of the team-based learning student assessment instrument. Nurse Educ 2012;37:168-172. http://dx.doi.org/10.1097/NNE.0b013e31825a 87cc8. Tabachnick B, Fidell L. Using multivariate statistics. 5th ed. New York (NY): Allyn and Bacon; 2007.9. Polit D, Beck C. Nursing research: generating and assessing evi-dence for nursing practice. 8th ed. New York (NY): Lippincott Williams & Wilkins; 2008.Page 5 of  5(page number not for citation purposes)http://jeehp.orgJ Educ Eval Health Prof 2016; 13: 30  •  http://dx.doi.org/10.3352/jeehp.2016.13.30Appendix 1. Rotated factor matrixa)Factor1 2 3 4 5 6 7 8q1 0.174 0.223 0.710 0.029 -0.003 0.027 0.182 0.040q2 0.145 0.044 0.798 0.140 0.066 0.025 0.126 -0.003q3 0.309 0.113 0.634 0.022 0.017 0.094 0.236 0.029q4 0.082 0.693 0.120 0.127 -0.133 0.059 0.040 0.102q5 -0.021 -0.028 0.321 0.012 0.012 0.045 0.638 0.114q6 0.151 0.021 0.208 0.001 -0.155 0.081 0.715 -0.115q7 0.266 0.078 0.543 0.255 -0.114 0.002 0.416 0.102q8 0.349 -0.039 0.368 0.059 0.092 0.020 0.401 0.015q9 0.233 0.037 0.059 0.775 0.051 -0.069 0.098 0.058q10 0.249 0.100 -0.027 0.828 0.087 0.010 -0.005 0.022q11 0.063 0.355 0.016 0.141 0.078 -0.025 0.099 0.720q12 0.291 0.164 0.157 0.602 0.001 0.187 0.009 -0.069q13 0.130 0.625 0.007 -0.006 -0.109 0.168 -0.001 0.426q14 -0.065 0.182 0.058 0.000 0.124 -0.024 -0.045 0.636q15 0.441 0.009 0.011 0.154 0.116 0.508 0.190 0.009q16 0.028 -0.061 -0.044 0.129 0.782 -0.044 0.067 0.099q17 0.595 0.124 0.053 0.174 0.001 0.597 0.033 -0.041q18 -0.104 -0.190 0.004 -0.082 0.744 0.019 -0.158 0.142q19 0.575 0.113 0.062 0.085 -0.021 0.598 0.048 0.012q20 0.604 0.049 0.163 -0.008 0.067 0.586 0.032 -0.021q21 -0.004 0.178 0.070 0.010 0.541 0.070 -0.033 -0.038q22 0.076 0.588 0.237 0.025 -0.034 0.132 -0.085 0.217q23 0.591 0.127 -0.051 0.050 -0.032 0.229 0.151 -0.119q24 0.160 0.004 0.102 0.317 -0.036 0.108 -0.013 0.075q25 0.866 -0.022 0.218 0.161 -0.064 0.102 -0.012 -0.041q26 0.783 0.076 0.143 0.133 -0.020 0.140 -0.016 0.102q27 0.770 0.051 0.246 0.236 -0.006 0.123 -0.032 -0.012q28 0.168 0.878 -0.052 0.024 0.086 -0.119 0.025 -0.017q29 0.796 0.053 0.152 0.137 0.040 0.012 0.071 0.024q30 0.009 0.817 0.097 0.098 0.117 0.016 0.013 0.130q31 0.739 0.133 0.036 0.166 -0.029 0.172 0.212 0.002q32 0.746 0.127 0.164 0.274 -0.043 0.044 0.068 0.107q33 0.819 0.063 0.194 0.303 -0.058 0.000 0.072 -0.018Extraction method: principal axis factoring. Rotation method: varimax with Kaiser normalization.a)Rotation converged in 9 iterations.

The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team-based learning

Purpose: It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods: TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results: Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P&lt;0.005). Conclusion: This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.</jats:p

Crossref

YesPurpose:
It aimed at testing the applicability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom (UK) pharmacy students’ attitude toward team-based learning. 
Methods:
TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford that utilized TBL as a primary instructional method across credit bearing modules. Validity and reliability tests were conducted on the data, along with comparisons between the two schools. 
Results:
Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P < 0.005). 
Conclusion:
This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching

Nation, L.M.

Rutter, P.

Bradford Scholars

http://dx.doi.org/10.3352/jeehp.2016.13.30

The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team-based learning

Abstract

Similar works

Full text

Available Versions

Directory of Open Access Journals

CLoK

CLoK

Crossref

Bradford Scholars