Table 3 EM TBL student survey results for 2016/2017 academic year
From: Team-based learning improves knowledge and retention in an emergency medicine clerkship
Survey question | Average response* | Standard deviation |
|---|---|---|
1. Team members encouraged one another to express their opinions | 4.62 | 0.604 |
2. My team actively discussed multiple points of view before deciding on a final answer | 4.58 | 0.682 |
3. Discussions in the team helped me to understand better and organized my knowledge | 4.46 | 0.709 |
4. Team members used performance feedback to help the team to be more effective | 4.03 | 1.045 |
5. Team members made an effort to participate in discussion | 4.40 | 0.787 |
6. Team members more engaged with the topic in TBL than standard didactic lectures | 4.38 | 0.764 |
7. Team members shared and received criticism without making it personal | 4.49 | 0.616 |
8. Different points of view were respected by team members | 4.62 | 0.578 |
9. Team members consistently paid attention during group discussion | 4.31 | 0.900 |
10. Team members were prepared with the sessions learning outcomes | 4.38 | 0.678 |
11. Topic selection was good | 4.63 | 0.698 |
12. Topic learning outcomes covered the entire topic | 4.32 | 0.886 |
13. Reading material provided covered the learning outcomes | 4.40 | 0.766 |
14. Time provided for topic preparation was good | 4.25 | 0.902 |
15. Question for individual and team were directly related to the learning outcomes | 4.45 | 0.708 |
16. I found TBL more productive method than standard didactic lectures | 4.48 | 0.903 |
17. I found TBL more enjoyable method than standard didactic lectures | 4.62 | 0.823 |
18. I prefer all topics in TBL format | 4.20 | 1.107 |
19. Overall, TBL is a good learning method | 4.62 | 0.654 |