Start Date
10-29-2016 11:00 AM
End Date
10-29-2016 12:00 PM
Description
Purpose:
The purpose of this presentation is to describe the Comprehensive Assessment of Team Member Effectiveness (CATME) teamwork evaluation application and its utility for peer assessment of teamwork behaviors among first year health science students participating in a longitudinal interprofessional service learning experience.
Background:
Putting Families First (PFF) is a interprofessional service learning experience required for first year health science students at the University of Florida. During PFF interprofessional teams of students complete multiple home visits to local volunteer families throughout the year in addition to completing several small group facilitated sessions. During the home visits, students work with the family to improve the family’s health. Curricular goals associated with PFF include, learning about teamwork, roles and responsibilities and foundational public health topics.
Description of Intervention:
During 2014-2015, PFF used the CATME application among 696 first-year students administering the assessment formatively at the mid-point of the year and summative at the end of the year. During 2015-2016, PFF incorporated a similar format (N=704) but added a brief required reflection as an ‘interventional’ component following summative data collection and feedback to students.
Results:
During 2014-2015, 658 of 696 (91.5%) and during 2015-2016, 651 of 703 (92.6%) students completed the formative and summative assessments. 663 students completed reflections in 2015-2016. Data provided a high degree of reliability and increased variance as compared to prior methods of peer teamwork assessment. Comparison of data between cohorts provides evidence that the brief reflective intervention positively impacted students teamwork behaviors in two of three domains: contributing to the team (p=.01) and keeping the team on task (p=.03).
Conclusions:
CATME is an effective and efficient means for peer assessment of teamwork behaviors when used in an appropriate context. The addition of a reflective exercise had a positive impact on student’s peer evaluations related to critical teamwork competencies.
Learning Objectives and Related Conference Objectives:
- Participants will be able to discuss the online CATME assessment tool’s utility for peer assessment of teamwork in IPE. Conference Objectives #1 and #4.
- Participants will be able to discuss the online CATME assessment tool as a method of evaluation of students’ teamwork in IPE. Conference Objective #4.
- Participants will be able to describe learning objectives associated with Putting Families First, unique patient-centered interprofessional service learning for first year health science students. Conference Objective #2.
Included in
Using the Comprehensive Assessment of Team Member Effectiveness (CATME) to Evaluate Interprofessional Student Teamwork in a Longitudinal Interprofessional Learning Experience
Purpose:
The purpose of this presentation is to describe the Comprehensive Assessment of Team Member Effectiveness (CATME) teamwork evaluation application and its utility for peer assessment of teamwork behaviors among first year health science students participating in a longitudinal interprofessional service learning experience.
Background:
Putting Families First (PFF) is a interprofessional service learning experience required for first year health science students at the University of Florida. During PFF interprofessional teams of students complete multiple home visits to local volunteer families throughout the year in addition to completing several small group facilitated sessions. During the home visits, students work with the family to improve the family’s health. Curricular goals associated with PFF include, learning about teamwork, roles and responsibilities and foundational public health topics.
Description of Intervention:
During 2014-2015, PFF used the CATME application among 696 first-year students administering the assessment formatively at the mid-point of the year and summative at the end of the year. During 2015-2016, PFF incorporated a similar format (N=704) but added a brief required reflection as an ‘interventional’ component following summative data collection and feedback to students.
Results:
During 2014-2015, 658 of 696 (91.5%) and during 2015-2016, 651 of 703 (92.6%) students completed the formative and summative assessments. 663 students completed reflections in 2015-2016. Data provided a high degree of reliability and increased variance as compared to prior methods of peer teamwork assessment. Comparison of data between cohorts provides evidence that the brief reflective intervention positively impacted students teamwork behaviors in two of three domains: contributing to the team (p=.01) and keeping the team on task (p=.03).
Conclusions:
CATME is an effective and efficient means for peer assessment of teamwork behaviors when used in an appropriate context. The addition of a reflective exercise had a positive impact on student’s peer evaluations related to critical teamwork competencies.
Learning Objectives and Related Conference Objectives:
- Participants will be able to discuss the online CATME assessment tool’s utility for peer assessment of teamwork in IPE. Conference Objectives #1 and #4.
- Participants will be able to discuss the online CATME assessment tool as a method of evaluation of students’ teamwork in IPE. Conference Objective #4.
- Participants will be able to describe learning objectives associated with Putting Families First, unique patient-centered interprofessional service learning for first year health science students. Conference Objective #2.