J Educ Eval Health Prof.
2022;19(1):29. 10.3352/jeehp.2022.19.29.
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
- Affiliations
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- 1Soules College of Business, The University of Texas at Tyler, Tyler, TX, USA
- 2College of Pharmacy, West Coast University, Irvine, CA, USA
- 3Program of Administrative Studies, Boston University Metropolitan College, Boston, MA, USA
- KMID: 2538336
- DOI: http://doi.org/10.3352/jeehp.2022.19.29
Abstract
- Purpose
The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.
Methods
Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.
Results
In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.
Conclusion
Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.
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