Validation Of An Observation Instrument For Measuring Student Engagement In Health Professions Settings

O’Malley, Kimberly J.; Moran, Betty Jeanne; Haidet, Paul; Seidel, Charles L.; Schneider, Virginia; Morgan, Robert O.; Kelly, P. Adam; Richards, Boyd F.

doi:10.1177/0163278702250093

Cited by 80 publications

(72 citation statements)

References 11 publications

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“…Even so, we are confident in the data collected for this study by our seven well-trained observers, given the careful protocol adherence and resulting high inter-observer consistency they demonstrated in the STROBE development study 18. …”

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confidence: 76%

“…As an alternative small group-based instructional strategy, team learning has been widely implemented in business and science education. 17,18 In a typical team learning implementation, learners independently study outside of class to master identified content-related objectives. Groups then complete specially designed, in-class application assignments that promote collaboration and application of important concepts.…”

Section: Description Of Team Learningmentioning

confidence: 99%

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A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

Kelly

Haidet

Schneider

et al. 2005

Teaching and Learning in Medicine

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153

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mentioning

confidence: 76%

Section: Description Of Team Learningmentioning

confidence: 99%

A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

Kelly

Haidet

Schneider

et al. 2005

Teaching and Learning in Medicine

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153

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“…Observers also recorded whether these behaviors are directed at (or in response to) the instructor, a group of students, one other student, or themselves (e.g., writing or reading). Because of the availability of other datasets using the observation instrument, 19 we are able to compare the pattern of interactions recorded during the EBM course to the pattern of interactions recorded during sessions of six other team learning-based courses and eight didactic lecture-based courses taught at Baylor.…”

Section: Course Evaluation Methodsmentioning

confidence: 99%

The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students

Hunt

Haidet

Coverdale

et al. 2003

Teaching and Learning in Medicine

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178

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Background: We implemented team learning, an instructional method that fosters small-group learning, in an evidence-based medicine (EBM) course. Our goal was to align instructional methods with EBM practices. Description: Team learning provides an alternative to lectures in large-group settings. It involves out-of-class preparation followed by in-class 131The contents of this article were developed under a grant for the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not Courses in evidence-based medicine (EBM) are being introduced into medical school curricula as recognition of the value of EBM in clinical practice continues to increase. EBM refers to the regular use of the best available evidence to inform management decisions in the care of patients. The literature suggests that courses in EBM may, and often do, increase students' knowledge and use of EBM principles and concepts. 1-3 Consequently, in 1997, faculty implemented an EBM course at our institution for 2nd-year medical students not unlike EBM courses at other institutions. Nevertheless, soon after implementation, faculty and administration recognized an inconsistency between the learning strategies commonly promoted in these EBM courses and the underlying problem-solving strategies inherently espoused by EBM practices.Most instruction directed to large groups of learners, including instruction in many EBM courses, tends to place heavy emphasis on the transmission of facts. Consequently, instruction tends to relegate learners to a passive role in the learning process. Grading schemata, which often emphasize individual accountability over learning in community, tend to rely on multiple-choice examinations that reinforce students' tendency to focus their learning on "acquiring the facts needed for the test" rather than on real-life application of medical knowledge. Unlike these teaching and evaluation settings, EBM is often practiced in team settings where individuals share in problem solving and contribute to group success, in which problems are not well defined and decision makers have imperfect knowledge and in which no single best answer is readily available. 4 Over time our EBM course was redesigned with an overarching goal to "practice what was preached" by using instructional strategies shown in the literature to foster student learning behaviors closely related to the types of behaviors expected of effective practitioners of EBM. 2,4 This redesigned course specifically sought to promote individual responsibility and accountability for independent, out-of-class learning of core concepts and to promote group responsibility for collaborative, in-class learning through solving of real-world problems.Recent trends in medical education suggest that this goal for an EBM course is philosophically sound but pragmatically difficult. 5 During the past 15 to 20 years, significant changes have been made at...

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“…A total of 9 of the 12 items were taken from an existing engagement survey. 11 Surveys measured resident involvement, contribution, participation, and engagement, and included comments that were…”

Section: Survey Administrationmentioning

confidence: 99%

Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching

Balwan¹,

Fornari²,

DiMarzio³

et al. 2015

Journal of Graduate Medical Education

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Background Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education.Methods Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests.Results Residents (N ¼ 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions.Conclusions We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

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Validation Of An Observation Instrument For Measuring Student Engagement In Health Professions Settings

Cited by 80 publications

References 11 publications

A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students

Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching

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