A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.
BACKGROUND
Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought.


OBJECTIVE
To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning.


METHODS
Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square.


RESULTS
In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL.


CONCLUSIONS
Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.
Kelly
P Adam
PA
Baylor College of Medicine, Houston, TX, USA. pakelly@bcm.edu
Haidet
Paul
P
Schneider
Virginia
V
Searle
Nancy
N
Seidel
Charles L
CL
Richards
Boyd F
BF
D001519:Behavior; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D006126:Group Processes; D006801:Humans; D019370:Observation; D018794:Problem-Based Learning; D013334:Students; D013663:Teaching; D014481:United States