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ORIGINAL RESEARCH
Year : 2019  |  Volume : 2  |  Issue : 2  |  Page : 98-102

Team-based learning in postgraduate midwifery education: A descriptive qualitative study


1 Department of Pharmacology, King Saud bin Abdul Aziz University for Health Sciences, National Guard Health Affairs, Jeddah, Kingdom of Saudi Arabia
2 Department of Research, College of Nursing – Jeddah, King Saud bin Abdul Aziz University for Health Sciences, National Guard Health Affairs, Jeddah, Kingdom of Saudi Arabia

Correspondence Address:
Dr. Nusrat Bano
King Saud bin Abdul Aziz University for Health Sciences, King Abdulaziz Medical City, National Guard Health Affairs, Mail Code 6565, P. O. Box. 9515, Jeddah, 21423
Kingdom of Saudi Arabia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/EHP.EHP_17_19

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Background: Pharmacology is perceived as a difficult course by nursing students who find it difficult to retain drug names and complex pharmacokinetic and pharmacodynamics processes. Team-based learning is a student-centered instructional design associated with improved academic outcomes. Purpose: To explore experiences of postgraduate nursing students with team-based learning in clinical pharmacology course. Methods: A descriptive qualitative design comprising of in-depth interviews was used. Study sample comprised of post graduate midwifery nursing students enrolled in clinical pharmacology course conducted with team-based learning. Content analysis following Graneheimian inductive approach was used to yield themes and subthemes. Results: Two themes emerged as 'Learning environment' and 'Intellectual process', comprising of 3-4 subthemes. Students absorbed concepts in a relaxed yet challenging environment. Intellectual process showcased improvements in knowledge retention, grasping concepts, confidence and thinking. Conclusion: Postgraduate midwifery nursing students had positive learning experiences in clinical pharmacology course conducted with team-based learning.


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