著者

小野 真一 伊藤 芳久 石毛 久美子 井口 法男 小菅 康弘 浅見 覚 泉澤 恵 小林 弘子 林 宏行 鈴木 孝 岸川 幸生 畑 春実 小瀬 英司 田畑 恵市

出版者

公益社団法人 日本薬学会

雑誌

YAKUGAKU ZASSHI (ISSN:00316903)

巻号頁・発行日

vol.137, no.11, pp.1419-1423, 2017-11-01 (Released:2017-11-01)

参考文献数

16

被引用文献数

1 1

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It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.