1. A Comparison of Active Learning Methods in an Upper Level Physiology Course: Team Based Activities Versus Individually Directed Activities. Christina D’Ippolito PharmD candidate, Mary McManus, PhD Wilkes University Nesbitt College of Pharmacy Introduction Barriers to Implementing Team Based Learning Methods Methods (cont.) References Results Objective To compare and contrast team based learning and individual student learning on concept mastery in a pharmacy anatomy and physiology course. Funding No funding was received for research. A class consisting of 70 pharmacy students in an advanced medical anatomy and physiology course was requested to participate in the study. The exercises were a required component of the curriculum; however students were given the choice to opt out of the study design. The students were divided into two groups of thirty five and individually blinded by using an code name. Group A began with team based learning activities on week 1 and then crossed over for week 2 to participate in an individual activity. The cross over pattern was opposite for group B. Both groups were taught the same topic in the different methods described. At the end of the session, students were assessed by an identical instrument depending on the topic. Data from the assessment was analyzed along with student performance on lecture based examinations. Lecturing is the most common teaching method in medical education. 1 It relies on one way communication which leads to passive learning. 1 As learning techniques have advanced, team based learning has emerged as a new teaching method which relies on communication and problem solving skills to reach a common goal. The pharmacy curriculum at Wilkes University began using the team-based approach to teach clinical judgment and patient case evaluation. This study was developed to determine if team based learning and individual activities are equivalent in teaching a specific topic in anatomy and physiology. Based on a study conducted with midwifery students, it was determined that learning progress in the team based learning group was more rapid than the control group. 1 A common concern is with increasing team activities is the student learning a sufficient amount of topic knowledge. In a medical program at Wake Forest University School, the medical class was split into two curricular tracts: the problem based and the lecture based curriculum, for a seven-year period. The results from the study state that the two groups are comparable based on the National Board of Medical Examiners parts I and II. 2 Based on the data available, there was no difference between the team based group and the individual student learning groups, however, the data sample consists of four sessions. In order to make a more definitive conclusion, the study needs to be continued with modifications. The review sessions need to be built into the lecture curriculum. When the review sessions were offered in the evening as an optional review session, five students attended. When the teaching tool is built into the curriculum, participation increases exponentially which allows all students the advantage of learning via different teaching methods. Additionally, when the semester syllabus is developed, include team based exercises in it. In this project, sessions needed to be cancelled for various reasons due to last minute inclusion into the syllabus. If the syllabus included the review session, an increased amount of data would be available for evaluation. At the end of each session, students were asked to comment on the session. The constructive feedback allowed team based learning to be molded to conform to the class ’ s needs. Some of the barriers seen with team based learning include:  Time management- to avoid this barrier design a study session that should only take 15 minutes and follow this schedule for a 1 hour review sessions. o Introduction- 10 minutes o Team based activity- 25 minutes o Review- 15 minutes o Quiz- 10 minutes  Background information- ensure that adequate information is provided to answer the questions. Some suggestions include utilizing a standard reading for the class before the review session.  Quiz questions not relevant to the material- ensure that quiz questions are based on the review session only. Do not base the quiz on information which was delivered in lecture. Positive Comments to Team Based Learning Students enjoyed the smaller class size- In this project when the students were divided only 35 students attended each session. The smaller class size allowed students more individualized attention. Students enjoyed having a teaching assistant- Students felt more comfortable in asking questions to a peer teacher. Students felt the cases helped to tie lecture information to real life - utilizing a case based team based approach, allows students to view the big picture. From patient presentation to pathophysiology of disease, students see why different physiological problems cause disease and why symptoms manifest the way they do. Asthma: Reversible form of COPD, acute and chronic inflammatory responses Restrictive/Obstructive/Both/ Neither PFT Changes due to : Increase compliance Decreased compliance Increased airway resistance Decreased airway resistance Explain: Emphysema: Irreversible COPD, Restrictive/Obstructive/Both/ Neither PFT Changes due to : Increase compliance Decreased compliance Increased airway resistance Decreased airway resistance Explain: Norm al Asth ma Emphyse ma Pulmonary Fibrosis Pulmonary Hypertensio n Tidal Volume (TV) 500300500400500 Expiratory Reserve Volume (ERV) 1500750 6001500 Inspiratory Reserve Volume (IRV) 300027002000 3000 Residual Volume (RV) 1000225027508001000 Forced Vital Capacity ( FVC) 50003750325030005000 Total Lung Capacity (TLC) 6000 38006000 Forced Expiratory Volume 1(FEV1) 40001500162524004000 FEV1/FVC80%40%50%80% Vital Capacity (VC) 50003750325030005000