The Relationship Between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Student Engagement in Continuing Medical Education

BMC Medical Education (11/04/2020) Vol. 20 Stephenson, Christopher R.; Bonnes, Sara L.; Sawatsky, Adam P.; et al.

A cross-sectional validation study of attendees at the 27th Mayo Clinic Internal Medicine Board Review ascertained validity evidence for a novel instrument to evaluate learner engagement in continuing medical education (CME), via an eight-item Learner Engagement Instrument (LEI). The authors established response process by vetting items on clarity and perceived meaning before implementation, and using an online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. The relationship to other variables validity evidence was determined by investigating links between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. LEI and CMETE was completed by 51 of 206 participants, yielding strong correlations between the LEI and excellent internal consistency reliability. Factor analysis revealed a two-dimensional instrument comprised of internal and external engagement domains, emphasizing psychological and behavioral domains as engagement metrics. Internal engagement more strongly correlated with teaching effectiveness than external engagement. The results point to a strong relationship between learner engagement and teaching effectiveness. The authors recommend identifying more engaging and interactive techniques for CME teaching.

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