A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool

Authors:
  • PHPaul Haidet
    Paul Haidet
  • VSVirginia Schneider
    Virginia Schneider
  • NSNancy Searle
    Nancy Searle
  • CSCharles L. Seidel
    Charles L. Seidel
  • BRBoyd F. Richards
    Boyd F. Richards
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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...

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