The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in cont
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(2020) 20:403
RESEARCH ARTICLE
Open Access
The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education Christopher R. Stephenson1* , Sara L. Bonnes1, Adam P. Sawatsky1, Lukas W. Richards1, Cathy D. Schleck2, Jayawant N. Mandrekar2, Thomas J. Beckman1 and Christopher M. Wittich1
Abstract Background: Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods: We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results: 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. (Continued on next page)
* Correspondence: [email protected]; [email protected] Presented at the Society for Academic CME, Charleston, South Carolina, United States, February 26-March 1, 2019 1 Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, USA Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the
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