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Barzansky B, Fuentealba C. ASPIRE for excellence in student engagement: Examples of how institutions operationalize a complex construct. MEDICAL TEACHER 2024:1-5. [PMID: 38900069 DOI: 10.1080/0142159x.2024.2368565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Accepted: 06/12/2024] [Indexed: 06/21/2024]
Abstract
Student engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students' willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in the literature and concrete examples from medical schools that achieved recognition in the ASPIRE-to-Excellence student engagement initiative. The examples from the ASPIRE participants demonstrate that the presence of certain key features creates a mutually beneficial collaborative approach between students and their institutions. This includes opportunities for students to formally engage in four domains touching on the breadth of student life, including institutional governance and policy-making, educational programme development and evaluation, participation in activities in the academic community, and participation in local community and international outreach. Based on an in-depth review of the information from three medical schools that recently received an ASPIRE-to-Excellence award in student engagement, it was possible to identify certain specific practices that individually and taken together allow an institution to demonstrate excellence in this complex construct. As an overarching concept, it was clear that student participation in each of these domain areas benefitted from a supportive institutional culture characterized by specific formal attributes and activities. Examples included codifying student involvement in governance through institutional policies; maximizing communication routes among students and between students and school administrators and faculty; and formalizing a participatory environment through missions statements or strategic plans. For programme planning, a helpful conceptualization is that a successful student engagement programme occurs when change is championed by all stakeholders within an institution and the organization supports a collaborative culture that includes students as active participants and partners.
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Affiliation(s)
- Barbara Barzansky
- Liaison Committee on Medical Education (LCME) Co-Secretary, American Medical Association, Co-Chair, ASPIRE Student Engagement Panel
| | - Carmen Fuentealba
- Professor and Dean, Long Island University College of Veterinary Medicine, Co-Chair, ASPIRE Student Engagement Panel
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Abbonizio J, Palermo C, Brand G, Buus N, Fossey E, Dart J. Co-designing formal health professions curriculum in partnership with students: A scoping review. MEDICAL TEACHER 2024:1-12. [PMID: 38621357 DOI: 10.1080/0142159x.2024.2339403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 04/02/2024] [Indexed: 04/17/2024]
Abstract
There is growing evidence of the value of co-design and partnering with students in the design, development, and delivery of health professions education (HPE). However, the way in which students participate in co-designing HPE remains largely unexplored and there is little guidance on how to embed and strengthen partnerships with students. Using scoping review methodology, we identified and aggregated research reporting studies in which students were active partners in co-designing formal curricula in HPE. After searching five databases and screening 12,656 articles against inclusion criteria, 21 studies were identified. We found that most of the research was based in medical programs (n = 15) across Western contexts. Studies were mostly descriptive case reports (n = 10), with only three studies utilising participatory/action research designs. The co-designed outputs were mostly classroom-based learning on challenging HPE topics, for example, ethics, health inequities, racial and sexual bias, global health, and Indigenous health. Detailed descriptions of student-faculty partnerships and underpinning approaches were lacking overall. To optimise co-design methods, HPE and research require deeper engagement with critical research and pedagogical approaches and more robust evaluations of the processes, outputs and outcomes of co-design. In pedagogical practices, this necessitates challenging institutional structures, teaching and learning cultures and relational elements, such as through creating formal roles and opportunities for students as active co-design partners and fostering more equitable student-faculty positioning in HPE.
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Affiliation(s)
| | - Claire Palermo
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Gabrielle Brand
- Department of Nursing & Midwifery, Monash University, Frankston, Victoria, Australia
| | - Niels Buus
- Department of Nursing & Midwifery, Monash University, Frankston, Victoria, Australia
| | - Ellie Fossey
- Department of Occupational Therapy, School of Primary and Allied Health Care, Monash University, Frankston, Victoria, Australia
| | - Janeane Dart
- Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Clayton, Victoria, Australia
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Nguyen VH, Halpin R, Joy-Thomas AR. Guided inquiry-based learning to enhance student engagement, confidence, and learning. J Dent Educ 2024. [PMID: 38532663 DOI: 10.1002/jdd.13531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 01/29/2024] [Accepted: 03/03/2024] [Indexed: 03/28/2024]
Abstract
PURPOSE This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. METHODS Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. RESULTS Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. CONCLUSION In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.
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Affiliation(s)
- Vuvi H Nguyen
- Department of Diagnostic and Biomedical Sciences, UTHealth Houston School of Dentistry, Houston, Texas, USA
| | - Richard Halpin
- Educational Technology, Technology Services and Informatics, UTHealth Houston School of Dentistry, Houston, Texas, USA
| | - Anita R Joy-Thomas
- Department of Diagnostic and Biomedical Sciences, UTHealth Houston School of Dentistry, Houston, Texas, USA
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Iqbal MZ, Suliman S, Al-Bualy R, Beuken JA, Rainkie DC, Susilo AP, Verheijden MJH, Whittingham JRD, Könings KD. Twelve tips to virtually operationalize co-creation of educational design. MEDICAL TEACHER 2024:1-6. [PMID: 38489501 DOI: 10.1080/0142159x.2024.2327483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 03/04/2024] [Indexed: 03/17/2024]
Abstract
Co-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders.
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Affiliation(s)
| | - Shireen Suliman
- Medicine Department, Hamad Medical Corporation, Doha, Qatar
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Raghdah Al-Bualy
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- Graduate Medical Education Department, Oman Medical Specialty Board, Muscat, Sultanate of Oman
| | - Juliëtte Anna Beuken
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Daniel C Rainkie
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, Indonesia
| | - Michelle J H Verheijden
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), School of Health Professions Educations, Maastricht University, Maastricht, The Netherlands
| | | | - Karen D Könings
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- School of Health Sciences, University of East Anglia, East Anglia, UK
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Onyango E, Browne J, Fulchand S, Kilgour J. Evaluating the publication practices of medical students: A mixed-methods study. MEDICAL TEACHER 2024; 46:252-257. [PMID: 37776891 DOI: 10.1080/0142159x.2023.2244661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/02/2023]
Abstract
PURPOSE Engagement in research and publication helps medical students develop the skills to improve healthcare through evidence-based medicine. The qualitative evidence-base for the medical student experience of publishing is limited. This study aims to explore medical students' publication practices and understand their experiences of research and publication. METHODS The study is based on a mixed-methods convergent design. A survey questionnaire was distributed to medical students in UK medical schools by social media and email communication. We recruited volunteer participants through the survey and interviewed a sample whilst the survey was open. We purposively selected the sample to ensure representation from research-intensive and other universities. RESULTS Survey results indicated that 21.3% (27/127) of respondents had a publication. The most common publication type was a conference abstract. The main motivation to publish was career progression and the main barriers were lack of opportunity or support to submit an article. There was no significant association between attending a research-intensive university and submitting an article. The interviews revealed that contributing to academic advancement was also a motivation to publish. Participants expressed receiving differing levels of support from supervisors and their institutions. CONCLUSIONS Data from the interviews suggested that the most commonly perceived barriers identified in the survey (lack of opportunity and support to conduct and publish research) may vary in prevalence between different medical schools. Further research is required to explore how different types of support offered by medical schools affect student engagement in publishing research.
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Affiliation(s)
- E Onyango
- School of Medicine, Cardiff University, Cardiff, UK
| | - J Browne
- School of Medicine, Cardiff University, Cardiff, UK
| | - S Fulchand
- School of Medicine, Cardiff University, Cardiff, UK
- Department of Dermatology, Stanford University, Stanford, California, USA
| | - J Kilgour
- School of Medicine, Cardiff University, Cardiff, UK
- Department of Dermatology, Stanford University, Stanford, California, USA
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Rahimi M, Haghani F, Kohan S, Shirani M. A model for improving the learning environment in high-stress and emotion-bound clinical settings. MEDICAL TEACHER 2023:1-9. [PMID: 38122811 DOI: 10.1080/0142159x.2023.2292977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Accepted: 12/06/2023] [Indexed: 12/23/2023]
Abstract
INTRODUCTION In clinical settings, it is necessary to create a clinical learning environment that provides the ground for the learners to acquire competencies especially in high-stress and emotion-bound clinical settings. METHODS In the present study, a model for improving the learning environment in high-stress and emotion-bound clinical settings was designed by conducting a multi-method study in the form of three sub-studies. RESULTS This model was designed with 3 pivotal concepts; organizing learning opportunities around safe care, fair participation in learning opportunities and creating a positive emotional climate and 6 peripheral concepts; designing physical space and appropriate equipment for education and care, preparing learners to attend the clinical setting, preparing learners to participate in learning opportunities, balancing the learner role and the care provided by the learners, the presence of a competent educator and providing education to all learners, and acquiring the ability to manage emotions by learners, faculty and staff. CONCLUSIONS The implementation of the model obtained from this study provides the basis for solving the challenges of clinical learning environments, especially in high-stress and emotion-bound clinical settings, and improves clinical education and the realization of educational and care outcomes.
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Affiliation(s)
- Masoumeh Rahimi
- Education Development Center, Shahrekord University of Medical Sciences, Shahrekord, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fariba Haghani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Shahnaz Kohan
- Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Majid Shirani
- Department of Urology, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
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Hayashi M, Breugelmans R, Nishiya K. Identity conflicts of student affairs officers in a medical university. MEDICAL EDUCATION ONLINE 2023; 28:2182216. [PMID: 36840965 PMCID: PMC9970241 DOI: 10.1080/10872981.2023.2182216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 11/24/2022] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Collaboration between student affairs officers and the faculty is important in dealing with the recent rapid changes in medical education, and mutual understanding is essential to ensure that participants become a cohesive social group. This study explores the identity conflicts of student affairs officers in medical universities using the figured worlds theory. METHODS An exploratory qualitative case study was conducted with 24 student affairs officers at a private medical university in Japan. Data were collected through face-to-face, semi-structured interviews and analysed using thematic analysis from the perspective of a social constructivism paradigm. RESULTS Qualitative analysis revealed the following three themes regarding the identity conflicts of student affairs officers: differences in the perception of medical students, difficulties in building trusting relationships with the faculty, and resistance to the medical university's traditional atmosphere. Student affairs officers tended to provide support from a student-centred perspective when interacting with medical students, while the faculty employed a teacher-centred perspective. DISCUSSION To promote understanding between professions, it is necessary to set aside certain professional views and welcome dialogue with other professionals with different values, while also understanding the multi-layered context of medical education, so that conflicts can be handled optimally and relationships can be professionalised for social cohesion.
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Affiliation(s)
- Mikio Hayashi
- Center for Health Professions Education, Kansai Medical University, Osaka, Japan
- Master of Medical Sciences in Medical Education, Harvard Medical School, Boston, Massachusetts, USA
| | | | - Katsumi Nishiya
- Center for Health Professions Education, Kansai Medical University, Osaka, Japan
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Lama A. Reflective Teaching Journals as an Effective Embedded Formative Assessment Process of Teaching Skill Development Confidence in a Longitudinal Medical Student-as-Teacher Elective. MEDICAL SCIENCE EDUCATOR 2023; 33:1493-1503. [PMID: 38188416 PMCID: PMC10766913 DOI: 10.1007/s40670-023-01938-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/27/2023] [Indexed: 01/09/2024]
Abstract
Background This study focuses on the use of reflective teaching journals by fourth year US allopathic medical school students (MS4) during a longitudinal medical student-as-teacher (SaT) elective, and how MS4s self-assess their perceptions around teacher skill development and individual transitions into resident educators who teach junior learners. Method Between September 2020 and December 2020, twelve MS4s in a longitudinal SaT elective completed 21 hours in a clinical bedside student teaching placement with embedded structured reflective teaching journals. Sixty-nine individual reflective teaching journal entries were collected in two distinct stages and analyzed using a phenomenographical lens. Conclusion From these data, the author established three thematic categories where reflective teaching journals reveal (a) a framework for pedagogical skill building, (b) provided a sense-making tool to navigate the psychosocial environment, and (c) a framework for educator identity formation. Structured reflective teaching journals with educator feedback support self-reflection and awareness of growth through the SaT elective. Health professions educators can leverage the reflective teaching journal as a formative assessment process to help learners identify transitions and grapple with educator identity confidence and the formation of new teacher skill development to further advance the field of future health professions education.
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Affiliation(s)
- Anna Lama
- Department of Medical Education, West Virginia University School of Medicine, Box 9111, Morgantown, WV 26505 USA
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Alizadeh M, Parmelee D, Taylor D, Norouzi S, Norouzi A. Keeping motivation on track by metamotivational knowledge: AMEE Guide No. 160. MEDICAL TEACHER 2023; 45:1334-1342. [PMID: 36958032 DOI: 10.1080/0142159x.2023.2190482] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
This AMEE guide seeks to improve the metamotivational knowledge of health professions educators as well as students. We present key models and frameworks of Metamotivation, identify several motivation regulation strategies and their measurement tools, and propose applications for health professions education (HPE). Since our work is grounded on evidence from the field, we include new findings about motivation regulation to encourage further exploration. Although much of the research on Metamotivation has been done outside the field of medical education, we share our six years of research experience and findings within the field to inspire others to replicate and expand.
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Affiliation(s)
- Maryam Alizadeh
- Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran
| | - Dean Parmelee
- Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - David Taylor
- Medical Education and Physiology, Gulf Medical University, UAE
- Medical Education, Sun Yat-sen University, Guangzhou, China
| | - Saiideh Norouzi
- Abhar Nursing School, Zanjan University of Medical Science, Zanjan, Iran
- Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran
| | - Ali Norouzi
- Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran
- School of medicine, Education Development Center (EDC), Zanjan University of Medical Sciences, Zanjan, Iran
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Kassab SE, El-Baz A, Hassan N, Hamdy H, Mamede S, Schmidt HG. Construct validity of a questionnaire for measuring student engagement in problem-based learning tutorials. BMC MEDICAL EDUCATION 2023; 23:844. [PMID: 37936152 PMCID: PMC10631064 DOI: 10.1186/s12909-023-04820-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Accepted: 10/29/2023] [Indexed: 11/09/2023]
Abstract
BACKGROUND Student engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Although previous studies provided some evidence of measuring student engagement in PBL tutorials, there are no existing quantitative studies in which cognitive, behavioral, and emotional engagement of students in PBL tutorials is measured. Therefore, this study aims to develop and examine the construct validity of a questionnaire for measuring cognitive, behavioral, and emotional engagement of students in PBL tutorials. METHODS A 15-item questionnaire was developed guided by a previously published conceptual framework of student engagement. Focus group discussion (n = 12) with medical education experts was then conducted and the questionnaire was piloted with medical students. The questionnaire was then distributed to year 2 and 3 medical students (n = 176) in problem-based tutorial groups at the end of an integrated course, where PBL is the main strategy of learning. The validity of the internal structure of the questionnaire was tested by confirmatory factor analysis using structural equation modeling assuming five different models. Predictive validity evidence of the questionnaire was studied by examining the correlations between students' engagement and academic achievement. RESULTS Confirmatory factor analysis indicates a good fit between the measurement and structural model of an 11-item questionnaire composed of a three-factor structure: behavioral engagement (3 items), emotional engagement (4 items), and cognitive engagement (4 items). Models in which the three latent factors were considered semi-independent provided the best fit. The construct reliabilities of behavioral, cognitive, and emotional factors were 0.82, 0.82, and 0.76, respectively. We failed however to find significant relationships between academic achievement and engagement. CONCLUSIONS We found a strong evidence to support the construct validity of a three-factor structure of student engagement in PBL tutorial questionnaire. Further studies are required to test the validity of this instrument in other educational settings. The predictive validity is another area needing further scrutiny.
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Affiliation(s)
- Salah Eldin Kassab
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates.
- Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
| | - Amany El-Baz
- Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Nahla Hassan
- Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Hossam Hamdy
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
| | - Silvia Mamede
- Institute of Medical Education Research, Erasmus MC, Rotterdam, The Netherlands
| | - Henk G Schmidt
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
- Institute of Medical Education Research, Erasmus MC, Rotterdam, The Netherlands
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
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Azer SA. Student engagement in health professions education: A commentary on AMEE Guide No. 152. MEDICAL TEACHER 2023; 45:1198-1202. [PMID: 37075229 DOI: 10.1080/0142159x.2023.2198095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
It is critical to emphasize the significance of student engagement in health professions as part of our judgment of the program's success. A recent AMEE Guide No. 152 on student engagement has provided a comprehensive understanding of a range of aspects, including the application of this topic. This article discusses specific issues that can add to the value of the Guide. When defining student engagement, it is crucial to establish aspects of 'active; engagement' and 'passive, non-engagement' student reaction to learning. The Job demands-resources (JD-R) and academic demands-resources (AD-R) model fits with the determinants of student engagement. Determinant elements of students' engagement have been incorporated into a model and methods used in measuring student engagement. The model has been applied to problem-based learning and virtual (online learning) program.
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Affiliation(s)
- Samy A Azer
- Medical Education, King Saud University, Riyadh, Saudi Arabia
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Kassab SE, Al-Eraky M, El-Sayed W, Hamdy H, Schmidt H. Measurement of student engagement in health professions education: a review of literature. BMC MEDICAL EDUCATION 2023; 23:354. [PMID: 37210491 DOI: 10.1186/s12909-023-04344-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 05/10/2023] [Indexed: 05/22/2023]
Abstract
Student engagement is a complex multidimensional construct that has attained great interest in health professions education (HPE). Definition and conceptualization of student engagement is an important step that should drive the development of the instruments for its measurement. We have recently proposed a comprehensive framework for student engagement in HPE with a definition of engagement as student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. The dimensions of student engagement in this framework included the cognitive, affective, behavioral, agentic, and socio-cultural. Guided by the student engagement framework, this non-systematic review aims to identify, critically appraise, and summarize the existing methods for measuring student engagement in HPE. Extrapolating from higher education literature, we attempted to link the theoretical perspectives of student engagement with the published methods of its measurement in HPE context. In addition, we have described the different methods of measuring student engagement including self-report surveys, real time measures, direct observation, interviews/focus groups, and the use of multiple instruments. The span of engagement dimensions measured by self-report surveys ranges from one to five dimensions. However, measurement of agentic and sociocultural dimensions of engagement in HPE is still limited and further research is required. We have also reflected on the existing methods of measuring engagement of students as active partners in HPE. The review also describes the advantages, limitations, and psychometric properties of each method for measuring student engagement. We ended the review with a guiding conclusion on how to develop and select an instrument for measuring student engagement in HPE. Finally, we addressed the gaps in the literature about measuring engagement of HPE students and future research plans.
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Affiliation(s)
- Salah Eldin Kassab
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates.
- Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
| | - Mohamed Al-Eraky
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
| | - Walid El-Sayed
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
- College of Dentistry, Suez Canal University, Ismailia, Egypt
| | - Hossam Hamdy
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
| | - Henk Schmidt
- College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
- Institute for Medical Education Research, Erasmus University Rotterdam, Rotterdam, Netherlands
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Kim S, Jeong H, Cho H, Yu J. Extracurricular activities in medical education: an integrative literature review. BMC MEDICAL EDUCATION 2023; 23:278. [PMID: 37087451 PMCID: PMC10122317 DOI: 10.1186/s12909-023-04245-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 04/10/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students' emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. METHODS An integrative literature review was conducted following Torraco's method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms "extracurricular," "medical," and "students." Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. RESULTS EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. CONCLUSIONS This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.
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Affiliation(s)
- Sejin Kim
- Office of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Hyeyoon Jeong
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Hyena Cho
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Jihye Yu
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea.
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