TEAM PERFORMANCE IN PROBLEM BASED LEARNING TEAMS
 
Bogg, J., University of Liverpool, United Kingdom
 
Team performance and team satisfaction within UK medical student, problem base learning teams (PBL) at one Medical School were evaluated prospectively. PBL teams were randomly allocated and had been working as a team for four months. Participation was voluntary and confidentiality maintained. 149 respondents, from 21 PBL groups completed the questionnaires (67% of potential respondent pool). The Team Performance Index (TPI) was utilised to identify the importance of and satisfaction with nine team performance factors. The rank order of importance of performance factors was calculated and satisfaction rating for team performance on factors categorised into acceptable or requiring improvement. Maintaining (maintaining quality and standards) was ranked as the most important performance factor. Team linking (team self- appraisal), inspecting (focusing on accuracy), maintaining (maintain standards and quality), innovating (idea generation) and producing (focus on quality output) obtained significant differences (p<.01) between importance and satisfaction rating. Importantly, of the 21 PBL groups, between 6 and 18 (29% to 86%) rated certain factors as low in satisfaction. In particular, inspecting (focus on accuracy) and promoting (identification of opportunities) in over 80% of teams, team-linking (team self-appraisal) in 67% of teams and advising (gathering and disseminating information quickly) in 62% of teams. Findings have implications for the future development of PBL teams within the undergraduate medical curriculum and for tomorrow's doctors working within multidisciplinary teams.