2025 Volume 19 Issue 2 Pages 117-123
In pharmaceutical education in Japan, there have been only a few instances wherein team-based learning (TBL) has been introduced to first-year cross-disciplinary education. This study aimed to clarify the efficacy of the TBL strategy in first-year cross-disciplinary education. A questionnaire-based survey was conducted following the completion of the course, and three groups were identified using exploratory factor analysis and hierarchical cluster analysis. Group A was less at ease with group work than the other groups, group B was a little more uncomfortable with individual learning, and group C felt strongly about the usefulness of the TBL approach. In terms of the distribution of responses to the question about increasing interest in pharmacology, group C scored higher than groups A and B. The findings of this study indicate that TBL learning with clinically applicable tasks in first-year education led to improved understanding and interest in pharmacy. Conversely, it was pointed out that the burden of individual pre-study and reluctance to conduct group activity may hinder the effectiveness of learning.
