Teaching ethics to pharmacy students using a team-based learning approach

Background: Team-based learning (TBL) has been implicated in teaching different modules to pharmacy students, no studies have incorporated (TBL) in teaching ethics. Aims. To utilize a team-based learning approach in teaching ethics in pharmacy practice to undergraduate pharmacy students. Method. The ethics section of a pharmacy practice course consisting of 11 contact hours was modified in to a team-based module consisting of initial individual and group readiness assurance tests followed by group application exercises. Results. Faculty-student contact time was about the same for both the traditional method and the team-based method. Students rated the TBL sessions positively. Faculty time preparing for the course increased since it is the first time to introduce the course using this approach. Conclusion. The approach has shown to benefit student performance in their assessments and to help in attaining skills of higher problem solving and application of knowledge. Students possibly acquired team-working and self-learning skills needed in the future.