Background
Team-Based Learning (TBL) is traditionally implemented in didactic classroom settings; however, its application within a student-led research framework is less commonly explored. This project adapted TBL principles to a pharmacy education research initiative, enabling Advanced Pharmacy Practice Experience (APPE) students to support first-year pharmacy students in improving Objective Structured Clinical Examination (OSCE) performance.


Methods
First-year pharmacy students often have limited opportunities to apply classroom knowledge to realistic pharmacy practice scenarios. A literature review conducted by APPE students identified that while MyDispense—a virtual pharmacy simulation platform—has been widely studied for improving medication dispensing and problem-solving skills, few studies have directly examined its impact on OSCE performance. To address this gap, APPE students developed 17 structured medication-dispensing activities within MyDispense. These activities were designed to simulate real-world pharmacy practice and allowed students to practice patient interviews, counseling, and dispensing skills in a safe, risk-free environment. The activities were integrated into OSCE preparation for first-year pharmacy students.


Results
Using a comparative approach, the academic performance of the first-year cohort—specifically OSCE grades and recheck rates—was evaluated. The analysis demonstrated that structured, goal-oriented practice with MyDispense is a practical and effective method for improving OSCE outcomes in novice students.


Conclusion
Furthermore, this project exemplifies the application of TBL beyond the classroom. By employing TBL to manage their research, the APPE students collaboratively applied didactic knowledge, mirrored real-world clinical and research teamwork, and advanced their own preparedness for future roles as pharmacists. This model highlights the dual benefit of TBL in facilitating both research execution and professional development.