Department of Psychiatry and Behavioral Sciences, The University of Texas Medical Branch, Galveston, Texas, USA.
Office of Educational Programs, McGovern Medical School, Houston, Texas, USA.
Teach Learn Med. 2020 Jan-Mar;32(1):82-90. doi: 10.1080/10401334.2019.1646653. Epub 2019 Aug 7.
: We sought to evaluate the quality of Team-Based Learning facilitation in both large and small group settings. : Team Based Learning (TBL) is an increasingly popular small group instructional strategy in health science education. TBL facilitation skills are unique and differ from those needed to lecture or facilitate other types of small groups. Measuring facilitation skills and providing feedback to TBL instructors is important, yet to date no valid instrument has been developed and published for this purpose. : We created an 11-item instrument (ratings of each item on a 7-point scale) designed to assess TBL facilitation skills, considering major sources of validity. Twelve experts in TBL facilitation and training developed the content of the FIT. To ensure response processes were valid, we used an immediate retrospective probing technique with 4th year medical students who were not part of the study. The Facilitator Instrument for Team-Based Learning (FIT) was piloted with 2,840 medical students in 7 schools in large (year 1 and 2) and small (year 3) courses. The internal structure of the FIT was analyzed. : In total, 1,559 and 1,281 medical students in large and small TBL classes, respectively (response rate 88%) rated 33 TBL facilitators. The composite mean score for the FIT was 6.19 (SD = 1.10). Exploratory factor analysis and Cronbach's alpha indicated that all items loaded on 1 factor, accounting for 77% of the item variance. Cronbach's alpha for the 11 items was 0.97. Analysis of facilitator variables and course context indicated that FIT scores were statistically significantly correlated with type of class (pre-clinical or clinical) and size of class as well as the facilitator enjoyment in using TBL as a method. Gender and the amount that facilitators used TBL each year was weakly correlated, with other factors not correlated (years facilitating TBL, confidence in facilitating TBL, and age). : Analysis of FIT scores from 2,840 medical students across multiple institutions and teaching settings suggests the utility of the FIT in determining the quality of TBL facilitation across a range of medical education settings. Future research is needed to further analyze course contexts and facilitator variables that may influence FIT scores with additional facilitators. Additionally, FIT scores should be correlated with additional measures of TBL facilitator quality, such as direct observations, especially if these data are used for summative decision-making purposes.
我们旨在评估大、小团队环境中团队学习促进的质量。基于团队的学习（TBL）是健康科学教育中一种越来越流行的小组教学策略。TBL 促进技能是独特的，与讲授或促进其他类型的小组所需的技能不同。衡量 TBL 指导员的技能并提供反馈非常重要，但迄今为止，尚未为此目的开发和发布有效的工具。我们创建了一个 11 项的工具（每项评分在 7 分制上），旨在评估 TBL 促进技能，考虑了主要的有效性来源。12 位 TBL 促进和培训专家制定了 FIT 的内容。为了确保响应过程是有效的，我们使用了即时回顾探测技术，对不属于研究的四年级医学生进行了调查。基于团队的学习促进者工具（FIT）在 7 所学校的大（1 年级和 2 年级）和小（3 年级）课程中对 2840 名医学生进行了试点。分析了 FIT 的内部结构。共有 1559 名和 1281 名医学生在大、小 TBL 班中对 33 名 TBL 促进者进行了评价（回应率为 88%）。FIT 的综合平均得分为 6.19（标准差=1.10）。探索性因素分析和 Cronbach 的 alpha 表明，所有项目都加载在 1 个因子上，占项目方差的 77%。11 个项目的 Cronbach 的 alpha 为 0.97。促进者变量和课程背景的分析表明，FIT 得分与课程类型（临床前或临床）和班级规模以及促进者使用 TBL 作为一种方法的乐趣具有统计学意义上的相关性。性别和促进者每年使用 TBL 的次数与其他因素弱相关，而其他因素不相关（促进 TBL 的年限、对促进 TBL 的信心和年龄）。对来自多个机构和教学环境的 2840 名医学生的 FIT 得分进行分析表明，FIT 在确定一系列医学教育环境中的 TBL 促进质量方面具有实用性。需要进一步研究以分析可能影响 FIT 分数的课程背景和促进者变量，并增加额外的促进者。此外，如果这些数据用于总结性决策目的，FIT 分数应与 TBL 促进者质量的其他衡量标准（如直接观察）相关联，尤其是在这种情况下。
