التفاصيل البيبلوغرافية
| العنوان: |
Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback. |
| المؤلفون: |
Alizadeh, Maryam, Mirzazadeh, Azim, Parmelee, Dean X., Peyton, Elizabeth, Janani, Leila, Hassanzadeh, Gholamreza, Nedjat, Saharnaz |
| المصدر: |
Medical Teacher; Apr2017, Vol. 39 Issue 4, p395-401, 7p |
| مصطلحات موضوعية: |
TEAM learning approach in education, LEADERSHIP training, PSYCHOLOGICAL feedback, INTROSPECTION, MEDICAL students, PROFESSIONAL education, ATTITUDE (Psychology), ACADEMIC medical centers, BEHAVIOR, CHI-squared test, FISHER exact test, INTERPROFESSIONAL relations, INTERVIEWING, LEADERSHIP, LEARNING, RESEARCH methodology, MEDICAL school faculty, STUDY & teaching of medicine, PROBABILITY theory, QUESTIONNAIRES, REFLECTION (Philosophy), RELIABILITY (Personality trait), SCALE analysis (Psychology), TEAMS in the workplace, ADULT education workshops, DECISION making in clinical medicine, TEACHING methods, PRE-tests & post-tests, DATA analysis software, DESCRIPTIVE statistics, MANN Whitney U Test, INTRACLASS correlation, KOLB'S Experiential Learning theory |
| مصطلحات جغرافية: |
IRAN |
| مستخلص: |
Context:Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. Method:The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Results:Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = −8.55,p > 0.001 adjusted on baseline; T = −8.55,p > 0.001 adjusted on gender). Discussion and conclusion: We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and members of health care teams. [ABSTRACT FROM PUBLISHER] |
|
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
PDF full text from Publisher