MAILING LISTS

I surveyed my students pre- and post- about attitudes toward working with others, using questions adapted from Levine et al (2004) as referenced in the attached article.  I analyzed how attitudes changed over the semester in relation to various demographic characteristics, and whether or not those attitudes carried over to a subsequent course.

Good luck!

Molly Espey, Professor
John E. Walker Department of Economics 
232 Sirrine Hall 
Clemson University 
Box 341309 
Clemson, SC 29634-1309 
(864) 656-6401



-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of McMullen, Isabel
Sent: Friday, October 28, 2011 5:18 AM
To: [log in to unmask]
Subject: TBL outcomes advice

Dear all, 

I'm hoping to trial TBL as part of the educational programme for psychiatry residents in London, UK.  As far as I know, this is the first time that TBL has been used as part of formal training for doctors in the UK, and so I was hoping to evaluate the course to see if it could be used more widely.  I'm really excited by TBL as a concept from the reading around which I've done so far.  The reason for my email is that I was wondering what you experienced TBL-ers had found were the most useful ways of evaluating courses?  I plan to test residents' knowledge and also get them to fill in satisfaction questionnaires, and lecturer responses (probably by qualitative interviews) but I would also like to evaluate learner engagement and attitudes to teamwork.  Do you know of good tools or questionnaires to measure those?  And are there any other key outcomes I should be looking to capture?

I'm new to this list, so apologies if this all seems a bit basic.  Any input would be very much appreciated.  

Many thanks, 

Isabel

Dr Isabel McMullen MBChB MRCPsych
South London & Maudsley NHS Foundation Trust