Team-based learning in clinical pharmacology: a 5-year journey
to a new course and increased students' self-confidence

J 2026

Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence

RYCHLÍČKOVÁ, Jitka a Filip ŠIŠKA

Základní údaje

Originální název

Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence

Autoři

RYCHLÍČKOVÁ, Jitka a Filip ŠIŠKA

Vydání

BMC Medical Education, London, BMC, 2026, 1472-6920

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

30104 Pharmacology and pharmacy

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 3.200 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Lékařská fakulta

Klíčová slova anglicky

Clinical pharmacology; Team-based learning; Implementation guidance; Self-confidence

Štítky

14110516, rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 8. 4. 2026 09:45, Mgr. Tereza Miškechová

Anotace

V originále

Background Prescribing drugs is a complex skill that medical students usually need to demonstrate immediately upon graduation. Team-based learning, one of the student-centered teaching methods, is promising in fostering prescribing and medication optimization skills. This paper aims to share the step-by-step process of integrating team-based learning into clinical pharmacology course at Faculty of Medicine, Masaryk University, and demonstrate its benefit through changes in students' self-confidence in selected skills. Methods The transition from the traditional format to team-based learning in clinical pharmacology was prompted by the positive experience of introducing structured case reports to the existing course. The transition itself began with defining the elements for team-based learning and continued with their harmonized, stepwise development. Teacher training was conducted simultaneously. The pilot team-based clinical pharmacology course was launched in the 2023/2024 academic year. A questionnaire was created to measure changes in students' self-evaluation of their pharmacology general knowledge prior to and following the course, and to assess their level of self-confidence in eight prescribing and medication optimization skills. The voluntary questionnaire was disseminated to students enrolled in the pilot course (2023/2024). Responses were then compared with those collected from students enrolled in the traditional course (2022/2023). Results We have developed a team-based clinical pharmacology course covering 15 transferable topics across medical specialties over five years. Each topic has pre-class reading and embedded concept-check exercises, alongside complementary video-lectures hosted on a training platform. Each topic is complemented by eight questions for a readiness assessment test and at least one virtual patient/scenario for team application. The particulars of each step and its time sequence constitute unique data not published in such details previously. The benefits of the transition manifested as a statistically significant difference in students' self-confidence in six out of eight prescribing and medication optimization skills with a questionnaire response rate of 66% and 58%, respectively. Conclusion Our results demonstrate that team-based learning in clinical pharmacology is a feasible and beneficial approach that can potentially improve medical students' confidence in prescribing skills. Although a one-size-fits-all approach is not possible, we provide guidance on transitioning from a traditional course to a team-based one.

Návaznosti

LM2023049, projekt VaV

Název: Český národní uzel Evropské sítě infrastruktur klinického výzkumu

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, CZECRIN - Czech National Node to the European Clinical Research Infrastructure Network

Citovat

RYCHLÍČKOVÁ, Jitka a Filip ŠIŠKA. Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence. BMC Medical Education. London: BMC, 2026, roč. 26, č. 1, s. 1-10. ISSN 1472-6920. Dostupné z: https://doi.org/10.1186/s12909-026-08661-6.

@article{2565428,
   author = {Rychlíčková, Jitka and Šiška, Filip},
   article_location = {London},
   article_number = {1},
   doi = {https://doi.org/10.1186/s12909-026-08661-6},
   keywords = {Clinical pharmacology; Team-based learning; Implementation guidance; Self-confidence},
   language = {eng},
   issn = {1472-6920},
   journal = {BMC Medical Education},
   title = {Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence},
   url = {https://link.springer.com/article/10.1186/s12909-026-08661-6},
   volume = {26},
   year = {2026}
}

TY  - JOUR
ID  - 2565428
AU  - Rychlíčková, Jitka - Šiška, Filip
PY  - 2026
TI  - Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence
JF  - BMC Medical Education
VL  - 26
IS  - 1
SP  - 1-10
EP  - 1-10
PB  - BMC
SN  - 14726920
KW  - Clinical pharmacology
KW  - Team-based learning
KW  - Implementation guidance
KW  - Self-confidence
UR  - https://link.springer.com/article/10.1186/s12909-026-08661-6
N2  - Background Prescribing drugs is a complex skill that medical students usually need to demonstrate immediately upon graduation. Team-based learning, one of the student-centered teaching methods, is promising in fostering prescribing and medication optimization skills. This paper aims to share the step-by-step process of integrating team-based learning into clinical pharmacology course at Faculty of Medicine, Masaryk University, and demonstrate its benefit through changes in students' self-confidence in selected skills. Methods The transition from the traditional format to team-based learning in clinical pharmacology was prompted by the positive experience of introducing structured case reports to the existing course. The transition itself began with defining the elements for team-based learning and continued with their harmonized, stepwise development. Teacher training was conducted simultaneously. The pilot team-based clinical pharmacology course was launched in the 2023/2024 academic year. A questionnaire was created to measure changes in students' self-evaluation of their pharmacology general knowledge prior to and following the course, and to assess their level of self-confidence in eight prescribing and medication optimization skills. The voluntary questionnaire was disseminated to students enrolled in the pilot course (2023/2024). Responses were then compared with those collected from students enrolled in the traditional course (2022/2023). Results We have developed a team-based clinical pharmacology course covering 15 transferable topics across medical specialties over five years. Each topic has pre-class reading and embedded concept-check exercises, alongside complementary video-lectures hosted on a training platform. Each topic is complemented by eight questions for a readiness assessment test and at least one virtual patient/scenario for team application. The particulars of each step and its time sequence constitute unique data not published in such details previously. The benefits of the transition manifested as a statistically significant difference in students' self-confidence in six out of eight prescribing and medication optimization skills with a questionnaire response rate of 66% and 58%, respectively. Conclusion Our results demonstrate that team-based learning in clinical pharmacology is a feasible and beneficial approach that can potentially improve medical students' confidence in prescribing skills. Although a one-size-fits-all approach is not possible, we provide guidance on transitioning from a traditional course to a team-based one.
ER  -

RYCHLÍČKOVÁ, Jitka a Filip ŠIŠKA. Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence. \textit{BMC Medical Education}. London: BMC, 2026, roč.~26, č.~1, s.~1-10. ISSN~1472-6920. Dostupné z: https://doi.org/10.1186/s12909-026-08661-6.

Přehled o publikaci