We assessed the overall effect of DTBI on participants through matched pre- and postintervention evaluations. Students completed the preintervention evaluation at the start of the first DTBI meeting and the postintervention evaluation after completing the action project. Absent members received the postintervention evaluation in the mail. Using a seven-point Likert-type scale, this evaluation tool assessed changes in five variables: 1. Team atmosphere. Eight variables described team atmosphere: community, safety, appreciation, trust, friendship, respect, hope, and alliance. Students rated the level of each element of team atmosphere they felt before and after the program. 2. Teamwork skills. The teamwork skills assessed were ability to resolve conflict, make team decisions, implement decisions, and respect individual members. Participants rated their confidence in the group's capacity and their own ability to accomplish each of these team functions. 3. Multicultural skills. Participants rated their confidence in themselves as individuals and in their group as a whole to address instances of racism, sexism, and homophobia. These variables were selected on the basis of the curriculum covered during the year. Using the capacity to address racism, sexism, and homophobia as a measure of multicultural skill reflects DTBI's attempt to move beyond surface-level interactions into the more difficult challenges of multicultural alliance building. 4. Interdisciplinary understanding. To measure the evolution of students’ knowledge about other health disciplines. Participants rated their understanding of the professional function served by seven health professionals (nurses, physician assistants, midwives, doctors, physical therapists, occupational therapists, and diagnostic medical imaging technicians) on a seven-point scale from “not-a-clue” to “very knowledgeable.” Students also assessed their understanding of the training involved to become each of these seven health professionals. 5. Interdisciplinary attitudes. Interdisciplinary attitudes were assessed by asking students to rank seven health professions using 13 opposing adjective pairs (important/insignificant, independent/subordinate, old/new, humble/proud, routine/emergency, old/new, negligent/responsible, cooperative/competitive, antagonistic/friendly, aggressive/passive, complicated/systematic, selfish/partial, and idealistic/realistic).4 We analyzed the above data using descriptive statistics, difference of means testing, analysis of variance (ANOVA), multivariate regression analysis, and factor analysis with orthogonal rotation. Although the data evaluated was not a probability sample, we used inferential statistics and significance testing to help clarify the strength and meaning of findings. Based on the paragraph above, briefly explain your ideas and opinions of the article.
We assessed the overall effect of DTBI on participants through matched pre- and postintervention evaluations. Students completed the preintervention evaluation at the start of the first DTBI meeting and the postintervention evaluation after completing the action project. Absent members received the postintervention evaluation in the mail. Using a seven-point Likert-type scale, this evaluation tool assessed changes in five variables:
1. Team atmosphere.
Eight variables described team atmosphere: community, safety, appreciation, trust, friendship, respect, hope, and alliance. Students rated the level of each element of team atmosphere they felt before and after the program.
2. Teamwork skills.
The teamwork skills assessed were ability to resolve conflict, make team decisions, implement decisions, and respect individual members. Participants rated their confidence in the group's capacity and their own ability to accomplish each of these team
3. Multicultural skills.
Participants rated their confidence in themselves as individuals and in their group as a whole to address instances of racism, sexism, and homophobia. These variables were selected on the basis of the curriculum covered during the year. Using the capacity to address racism, sexism, and homophobia as a measure of multicultural skill reflects DTBI's attempt to move beyond surface-level interactions into the more difficult challenges of multicultural alliance building.
4. Interdisciplinary understanding.
To measure the evolution of students’ knowledge about other health disciplines. Participants rated their understanding of the professional function served by seven health professionals (nurses, physician assistants, midwives, doctors, physical therapists, occupational therapists, and diagnostic medical imaging technicians) on a seven-point scale from “not-a-clue” to “very knowledgeable.” Students also assessed their understanding of the training involved to become each of these seven health professionals.
5. Interdisciplinary attitudes.
Interdisciplinary attitudes were assessed by asking students to rank seven health professions using 13 opposing adjective pairs (important/insignificant, independent/subordinate, old/new, humble/proud, routine/emergency, old/new, negligent/responsible, cooperative/competitive, antagonistic/friendly, aggressive/passive, complicated/systematic, selfish/partial, and idealistic/realistic).4
We analyzed the above data using
Based on the paragraph above, briefly explain your ideas and opinions of the article.
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