Implementing Team Based Learning of Pharmacology Subject in Year 1 MBBS Programme, UiTM: A Reflection of First Experience and Ways to Move Forward

Norhafiza Razali, Siti Norsyafika Kamarudin, Muhammad Huzaimi Haron, Norasikin Ab Azis and Noor Fahitah Abu Hanipah
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Norhafiza Razali: Department of Pharmacology, Faculty of Medicine, UiTM Sungai Buloh Campus, 47000, Selangor, MALAYSIA
Siti Norsyafika Kamarudin: Department of Pharmacology, Faculty of Medicine, UiTM Sungai Buloh Campus, 47000, Selangor, MALAYSIA
Muhammad Huzaimi Haron: Department of Pharmacology, Faculty of Medicine, UiTM Sungai Buloh Campus, 47000, Selangor, MALAYSIA
Norasikin Ab Azis: Department of Pharmacology, Faculty of Medicine, UiTM Sungai Buloh Campus, 47000, Selangor, MALAYSIA
Noor Fahitah Abu Hanipah: Department of Pharmacology, Faculty of Medicine, UiTM Sungai Buloh Campus, 47000, Selangor, MALAYSIA

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 6032-6040

Abstract: This reflection paper describes the implementation of Team-Based Learning (TBL) in the pharmacology curriculum for first-year MBBS students at the Faculty of Medicine, UiTM during the Musculoskeletal (MSK) module. TBL was primarily introduced to overcome the challenges and limitations inherent in traditional tutorial methods, including a shortage of teaching staff and the lack of an interactive, student-centred learning approach. The TBL format consists of Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), an appeal session to clarify iRAT and tRAT, and an application exercise using problem-based questions (PBQs). This approach fosters active learning, promote critical thinking, and encourage teamwork. This paper also reflects on the process, highlighting the importance of preparation by both educators and students, as well as thorough grouping process of the students to enhance team dynamics. Challenges faced including various technological issues, facilitator inexperience, and the suitability of clinical cases are discussed, with suggestions for improvement. These include having a more diverse case materials and structured peer feedback in the future. The experience showed that TBL encourages student engagement, collaboration, and a deeper understanding of pharmacological concepts. In conclusion, TBL fosters essential skills like critical thinking, communication, and teamwork, which are crucial for future medical professionals. Although TBL requires substantial preparation, it minimizes passive learning and enables facilitators to manage larger groups more effectively. Additionally, TBL approach allows the identification of students’ misunderstandings of fundamental pharmacological concepts that requires further explanation by the facilitators. This collaborative approach minimizes the need for multiple facilitators, allowing them to focus on providing targeted feedback and managing larger groups more effectively.

Date: 2024
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