Medical student engagement in small-group active learning: A stimulated recall study

Area of Science:

• Medical Education
• Educational Psychology
• Active Learning Strategies

Background:

• Active learning is central to medical education, yet teachers struggle to understand student engagement dynamics.
• Optimizing student engagement in small-group settings requires a deeper understanding of engagement's multifaceted nature.

Purpose of the Study:

• To explore medical students' engagement during small-group active learning activities.
• To identify factors influencing student engagement and disengagement.
• To provide insights for educators on how to better facilitate student engagement.

Main Methods:

• Video-stimulated recall study involving recorded small-group sessions.
• 15 semi-structured interviews with medical students, using critical moments of (dis)engagement as prompts.
• Thematic analysis guided by a framework of behavioral, cognitive, and emotional engagement components.

Main Results:

• Student engagement follows a spiral pattern where one dimension (behavioral, cognitive, emotional) influences others.
• Willingness to engage is often predetermined by personal, social, and educational factors perceived by students before class.
• Teachers face challenges in distinguishing engagement from disengagement due to the ambiguity of student intentions.

Conclusions:

• Student engagement is a dynamic, multidimensional process that is difficult for educators to recognize and influence.
• Understanding the intentions behind student behavior is crucial for effective teaching.
• Educators should use open-ended prompts to initiate dialogue and re-engage students based on observed (dis)engagement.