Evaluating the quality of learning-team processes in medical education: development and validation of a new measure
Thompson B, Levine R, Kennedy F, Naik A, Foldes C, Coverdale J, Kelly` P, Parmalee D, Richards B, Haidet P. Evaluating the quality of learning-team processes in medical education: development and validation of a new measure. Academic Medicine. 2009;84(10):S124-127.
Background: Measurement of the quality of team processes in medical education, particularly in classroom-based teaching settings, has been limited by a lack of measurement instruments. Therefore, the purpose of this study was to develop and test an instrument to measure the quality of team interactions. Method: The authors created 30 items and reduced these to 18 items using factor analysis. They distributed the scale to 309 second-year medical students (RR = 95%) in a course that used teams and measured internal consistency, validity, and differences in scores between teams. Results: Cronbach’s alpha for the scale was 0.97. Team ratings were variable, with a mean score of 95.7 (SD 8.5) out of 108. Team Performance Scale (TPS) scores correlated inversely with the spread of peer evaluation scores (r = -0.38, P =0.003). Differences between teams were statistically significant (P =.001, η2 =0.33). Conclusions: The TPS was short, had evidence of reliability and validity, and exhibited the capacity to distinguish between teams. This instrument can provide a measure of the quality of team interactions. More work is needed to provide further evidence of validity and generalizability.
Online at: http://journals.lww.com/academicmedicine/fulltext/2009/10001/evaluating_the_quality_of_learning_team_processes.32.aspx
Type of Publication:
medical education, team performance, team learning processes
Addresses these goal(s):
- Provide training for team science to team members or students
- Conduct research on/evaluate team science
Resource created by Amanda Vogel on 3/24/2011 12:52:11 PM.