Annette Burgess, Eszter Kalman, Inam Haq, Andrew Leaver, Chris Roberts, Jane Bleasel
Interprofessional team-based learning (TBL): how do students engage?
BMC medical education
intercultural global health issues developed address learning outcomes communication ways thinking intercultural personal skills intercultural knowledge aim study assess learning gains pharmacy students selfassessment course design learning outcomes objectives activities created meet expected educational outcomes revised rubric created american association colleges universities aacu valid assessment learning undergraduate education rubrics intercultural knowledge information literacy creative thinking students completed selfassessments beginning end course ward hierarchical clustering paired sample ttests independent ttests analyzed multidimensional data two clusters cluster 1 c1 students reported precourse capstone performances cultural selfawareness problem solving access use information ethically legally postcourse scores c1 students statistically increased aacu domains reaching capstone performances intercultural competence creative thinking information literacy cluster 2 c2 students reported capstone performance levels aacu domains beginning end course students reported achievement selfefficacy creative thinking cultural competency end course statistically significant difference course learning outcome scores c1 c2 students students achieved embedded learning outcomes ways thinking communication interpersonal skills intercultural knowledge demonstrated selfassessments course activities aided students demonstration selfefficacy creative thinking intercultural knowledge