A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool

P. Adam Kelly, Paul Haidet, Virginia Schneider, Nancy Searle, Charles L. Seidel, Boyd F. Richards

Research output: Contribution to journalArticle

76 Citations (Scopus)

Abstract

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. Purpose: 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.

Original languageEnglish (US)
Pages (from-to)112-118
Number of pages7
JournalTeaching and Learning in Medicine
Volume17
Issue number2
DOIs
StatePublished - Mar 1 2005

Fingerprint

classroom
learning
instructor
curriculum
evidence

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Kelly, P. Adam ; Haidet, Paul ; Schneider, Virginia ; Searle, Nancy ; Seidel, Charles L. ; Richards, Boyd F. / A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. In: Teaching and Learning in Medicine. 2005 ; Vol. 17, No. 2. pp. 112-118.
@article{a92421f164384750986ab1318f08846e,
title = "A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool",
abstract = "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. Purpose: 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.",
author = "Kelly, {P. Adam} and Paul Haidet and Virginia Schneider and Nancy Searle and Seidel, {Charles L.} and Richards, {Boyd F.}",
year = "2005",
month = "3",
day = "1",
doi = "10.1207/s15328015tlm1702_4",
language = "English (US)",
volume = "17",
pages = "112--118",
journal = "Teaching and Learning in Medicine",
issn = "1040-1334",
publisher = "Routledge",
number = "2",

}

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. / Kelly, P. Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L.; Richards, Boyd F.

In: Teaching and Learning in Medicine, Vol. 17, No. 2, 01.03.2005, p. 112-118.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool

AU - Kelly, P. Adam

AU - Haidet, Paul

AU - Schneider, Virginia

AU - Searle, Nancy

AU - Seidel, Charles L.

AU - Richards, Boyd F.

PY - 2005/3/1

Y1 - 2005/3/1

N2 - 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. Purpose: 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.

AB - 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. Purpose: 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.

UR - http://www.scopus.com/inward/record.url?scp=20344381594&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=20344381594&partnerID=8YFLogxK

U2 - 10.1207/s15328015tlm1702_4

DO - 10.1207/s15328015tlm1702_4

M3 - Article

VL - 17

SP - 112

EP - 118

JO - Teaching and Learning in Medicine

JF - Teaching and Learning in Medicine

SN - 1040-1334

IS - 2

ER -