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A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the
P Adam Kelly1, Paul Haidet, Virginia Schneider
1Baylor College of Medicine, Houston, TX, USA. pakelly@bcm.edu
Teaching and Learning in Medicine
|April 19, 2005
Summary
Team learning and problem-based learning (PBL) significantly boost learner engagement compared to lectures. Team learning fosters engagement similar to PBL, with increased faculty interaction.
Area of Science:
- Medical Education
- Instructional Design
- Learner Engagement
Background:
- Introduction of team learning in preclinical medical education.
- Need to evaluate its impact on in-class learner engagement.
- Comparison with existing instructional methods.
Purpose of the Study:
- Compare learner engagement across lecture, problem-based learning (PBL), and team learning.
- Analyze patterns of engagement behaviors in different classroom settings.
- Assess the effectiveness of novel instructional methods.
Main Methods:
- Trained observers utilized the STROBE tool for classroom observations.
- Data collected over 12 months across 14 classrooms (7 lecture, 4 PBL, 3 team learning).
- Chi-square analysis compared proportions of engagement behaviors.
Main Results:
- Learner-to-learner engagement was significantly higher in PBL and team learning than in lectures.
- Lectures primarily featured learner-to-instructor and self-engagement.
- Team learning showed greater learner-to-instructor engagement than PBL.
Conclusions:
- Team learning effectively promotes learner engagement, comparable to PBL.
- Team learning offers enhanced faculty interaction compared to PBL.
- Evidence supports team learning as a valuable instructional method in medical education.