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The text promotes curriculum reform in order for pharmacy faculty to be able to further engage students with team-based learning (TBL). This technique replaces the oft-utilized, staid lecture process, which typically focuses on memorization instead of a deeper learning process. Some chapters are also written by others, which exemplifies a team approach to this work. This process for higher education faculty focuses on "active and engaged learning" through a four-stage process utilizing a "backward design model": 1. examining what the students should be able to do after they finish the course of learning; 2. what they need to know to be able to fulfill the first step; 3. how to facilitate student learning; 4. how to assess student learning. The book also employs a learning paradigm that explores the best practices, such as discussion, the use of audio-visuals, demonstration, and teaching other students.
Utilizing graphs, others' work, and specific examples of this process, the book clearly outlines how TBL is a viable and pertinent way to teach in order for students to develop greater knowledge and further insights through higher learning techniques. It uses a helpful step-by-step approach that is easily followed and integrated. And while the foreword, preface, and first ten chapters explore the TBL process, the book is primarily written by pharmacy professionals for pharmacy students. The rest of the chapters, while giving thorough examples of how to utilize this learning style, are focused only on faculty development in pharmacy schools through topics such as treatment of hypertension, gout, and diabetes as well as biostatistics. The book is well-written and features excellent examples that should prove useful to its target audience. The chapters also include annotated bibliographies, which could be helpful to students and faculty.