Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool

Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types. Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions. Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC. Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching.

• Publication year

  2022

• Venue

  Asia Pacific Scholar

• Publication date

  2022-10-04

• Fields of study

  Medicine, Education

• Identifiers
  DOI 10.29060/taps.2022-7-4/oa2699
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• Unanticipated learning effects in videoconference continuous professional development

  2021cited by this paper
• Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

  2021cited by this paper
• Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

  2020cited by this paper
• Five tips for moving teaching online as COVID-19 takes hold

  2020cited by this paper
• Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic

  2020cited by this paper
• Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid‐19 Pandemic

  2020cited by this paper
• Enhancing engagement during live virtual learning using interactive quizzes

  2020cited by this paper
• How effective is virtual medical teaching during the COVID-19 crisis? A review of the advantages and disadvantages

  2020cited by this paper
• Optimizing Synchronous Online Teaching Sessions: A Guide to the "New Normal" in Medical Education.

  2020cited by this paper
• Development of a self-report instrument for measuring in-class student engagement reveals that pretending to engage is a significant unrecognized problem

  2018cited by this paper
• Development and initial validation of an online engagement metric using virtual patients

  2018cited by this paper
• Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach

  2017cited by this paper
• Evaluating medical student engagement during virtual patient simulations: a sequential, mixed methods study

  2016cited by this paper
• An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

  2014cited by this paper
• Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods

  2013cited by this paper
• ABC of Learning and Teaching in Medicine

  2011cited by this paper
• The SAGE Handbook of Management Learning, Education and Development

  2009cited by this paper
• A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

  2005cited by this paper
• Validation Of An Observation Instrument For Measuring Student Engagement In Health Professions Settings

  2003cited by this paper
• Active learning of respiratory physiology improves performance on respiratory physiology examinations.

  2001cited by this paper
• Member competence, group interaction, and group decision making: A longitudinal study.

  1991cited by this paper
• HOW WE TEACH Classroom and Laboratory Research Projects Using technology to increase student (and faculty satisfaction with) engagement in medical education

  year unknowncited by this paper

• No citing papers are available for this paper.