ArticleBMC medical education2020
The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
29 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Dyad learning versus individual learning under medical simulation conditions: a systematic review.MedEdPublish (2016) · 2022Pooled it
- Using virtual reality or slideshow to teach ultrasound-guided lumbar puncture: immersion increases fun.BMC medical education · 2026Trial
- Process assessment of the attitude, ethics, and communication (AETCOM) sessions: student engagement and satisfaction among medical students in central India.BMC medical education · 2026Observational
- The impact of pedagogical environment and instructor support on classroom interaction and cognitive engagement among medical students.Journal of education and health promotion · 2026Article
- Training needs and influencing factors among rural-oriented general practitioners in Chongqing, China: a cross-sectional survey and latent profile analysis.Frontiers in public health · 2026Article
- Review
- A Gamified Cardiometabolic Health Curriculum Utilizing a Student Response System for Internal Medicine Residents.Cureus · 2025Article
- Putting an Integrated Theoretical Framework of Student Engagement into Practice: A Case Study of Three Student Initiatives at the Technical University of Munich.Medical science educator · 2025Article
- What can simulation educators learn from the reluctant participant? An exploration of the factors influencing engagement amongst adult learners participating in paediatric simulation training.Advances in simulation (London, England) · 2025Article
- For-profit growth and academic decline: a retrospective nationwide assessment of Brazilian medical schools.Frontiers in medicine · 2025Article
- BINGO! Elevating Medical Physiology Tutorials Through Gamification.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- Metaverse-based simulation: a scoping review of charting medical education over the last two decades in the lens of the 'marvelous medical education machine'.Annals of medicine · 2024Article
- The impact of the educational environment on student engagement and academic performance in health professions education.BMC medical education · 2024Article
- Physician preferences for Online and In-person continuing medical education: a cross-sectional study.BMC medical education · 2024Article
- Knowledge, attitudes, and practices of healthcare professionals toward rehabilitation of peripheral nerve injury.Scientific reports · 2024Article
- Virtual reality as an engaging and enjoyable method for delivering emergency clinical simulation training: a prospective, interventional study of medical undergraduates.BMC medicine · 2024Article
- Description of Medical Students' Behavioral, Cognitive, and Psychological Engagement with Faculty Online Teaching Styles.Advances in medical education and practice · 2024Article
- A post-COVID syndrome curriculum for continuing medical education (CME): in-person versus livestream.Frontiers in medicine · 2024Article
- Understanding social media: how its popularity could be used to advance medical education in stroke care?Journal of neurology · 2023Article
- Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic.Medical science educator · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundContinuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants' engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME.
methodsWe conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE.
results51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach's alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain.
conclusionEngagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.