Using team-based revision to prepare medical students for the prescribing safety assessment

Figures & data

Table 1 The questionnaire used to assess attitudes towards teamwork among medical students in four broad domains

Overall satisfaction with team experience

I have found working as part of a team in my classes to be a valuable experience.

In most of the teams I have been on, the other team members have generally contributed as much as I have.

In most of the teams I have been on, I felt the other team members respected me.

I have found that teams make good decisions.

In most of the teams I have been on, the team has worked well together.

Team impact on quality of learning

I have found teamwork to be a productive use of course time.

I have found that teams help me learn course material more than if I just studied alone.

I have learned more in courses where I have been a member of a team.

I have found being part of a team improves my course grades.

Professional development

I have found that working with a team helps me develop skills in working with others.

I have found that working with a team has helped me develop cooperative leadership skills.

I have found that working with a team has helped me develop more respect for the opinion of others.

I have found that working with a team has enhanced my readiness for the hospital environment

Team impact on clinical reasoning ability

I have found that being on a team has helped me become better at problem solving.

Being part of a team discussion has improved my ability to think through a problem.

I feel that team-based learning has improved my clinical reasoning skills

Note: Adapted from Parmelee DX, DeStephen D, Borges NJ. Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Med Educ Online. 2009;14:1. Creative Commons license and disclaimer available from: http://creativecommons.org/licenses/by/4.0/legalcode.¹³

Figure 1 The percentage of responders selecting each point on a 5-point Likert scale are shown for each of five statements about team-based revision (TBR). 1. TBR would be useful in learning other subjects. 2. TBR is a good way of learning pharmacology. 3. The use of drug charts during TBR was useful for my learning. 4. TBR sessions have helped in my preparation for foundation year 1. 5. TBR sessions have helped my preparation for the prescribing safety assessment (PSA).

Table 2 The impact of team-based revision (TBR) on students’ attitudes to teamwork across four domains

	Pre-TBR	Post-TBR	p-value
Overall satisfaction with team experience	3.77	3.93	<0.001
Team impact on quality of learning	3.10	3.32	<0.01
Professional development	3.74	3.76	0.86
Team impact on clinical reasoning ability	3.45	3.69	<0.001

Parmelee DX, DeStephen D, Borges NJ. Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Med Educ Online. 2009;14:1. doi:10.3885/meo.2009.Res00280

 PubMedGoogle Scholar