Evaluating the quality of learning-team processes in medical education: Development and validation of a new measure

Britta M. Thompson, Ruth E. Levine, Frances Kennedy, Aanand D. Naik, Cara A. Foldes, John H. Coverdale, P. Adam Kelly, Dean Parmelee, Boyd F. Richards, Paul Haidet

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28 Scopus citations

Abstract

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 = .003). Differences between teams were statistically significant (P < .001, η = 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.

Original languageEnglish (US)
Pages (from-to)S124-S127
JournalAcademic Medicine
Volume84
Issue numberSUPPL. 10
DOIs
StatePublished - Oct 2009

All Science Journal Classification (ASJC) codes

  • Education

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    Thompson, B. M., Levine, R. E., Kennedy, F., Naik, A. D., Foldes, C. A., Coverdale, J. H., Kelly, P. A., Parmelee, D., Richards, B. F., & Haidet, P. (2009). Evaluating the quality of learning-team processes in medical education: Development and validation of a new measure. Academic Medicine, 84(SUPPL. 10), S124-S127. https://doi.org/10.1097/ACM.0b013e3181b38b7a