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