Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Gulf Medical University, Ajman, United Arab Emirates.
Med Educ. 2022 Jul;56(7):703-715. doi: 10.1111/medu.14799. Epub 2022 Mar 20.
Student engagement is defined as behavioural, cognitive and emotional aspects of students' academic experience in teaching, learning and research through interacting with other students, faculty and community. Despite the growing interest in the field of student engagement, medical education research in this area is still fragmented. This scoping review aims to contribute to the understanding of measurements, drivers and outcomes of medical student engagement.
The authors searched MEDLINE, PubMed, ProQuest, SCOPUS, ERIC, Science Direct and EBESCO for English articles published from 1990 until October 2021. In addition, we hand-searched key medical education journals and references in recently published articles. Using specific selection criteria, two authors independently reviewed the articles for eligibility, followed by data extraction using both quantitative and qualitative analysis.
Of the 2136 retrieved articles, 51 studies were selected for the review, and 94% of them were published in the past 8 years. The prevailing measures of student engagement failed to cover the multidimensionality of the construct with more focus on the behavioural dimension. Quantitative methods represented two thirds of the studies with a higher frequency of cross-sectional designs and using self-reports. The identified drivers of medical students' engagement are directed mainly to modifying the context of the learning environment. These factors increased student engagement by fostering relevance of learning, positive student relationships with peers and faculty, and enhancing student agency, and sense of competence. Cognitive engagement appears to be a positive predictor of academic achievement, but the relationship with other dimensions of engagement is controversial.
Student engagement in undergraduate medical education is an important, yet under-researched construct. The research that does exist suggests engagement to be malleable, something that can be modified by different types of interventions taking into consideration the context of education and practice. Further research is required, however, to address the gaps identified in this review.
学生参与度被定义为学生在教学、学习和研究中通过与其他学生、教师和社区互动，在学术经历中的行为、认知和情感方面。尽管人们对学生参与度这一领域越来越感兴趣，但医学教育领域的相关研究仍然很零散。本范围综述旨在增进对医学生参与度的衡量标准、驱动因素和结果的理解。
作者在 MEDLINE、PubMed、ProQuest、SCOPUS、ERIC、Science Direct 和 EBESCO 中检索了 1990 年至 2021 年 10 月期间发表的英文文章。此外，我们还手工搜索了最近发表的文章中的重点医学教育期刊和参考文献。使用特定的选择标准，两名作者独立审查文章的合格性，然后使用定量和定性分析进行数据提取。
在检索到的 2136 篇文章中，有 51 篇文章被选入综述，其中 94%的文章发表于过去 8 年。流行的学生参与度衡量标准未能涵盖该结构的多维性，更多地侧重于行为维度。三分之二的研究采用定量方法，且更频繁地使用横断面设计和自我报告。确定的医学生参与度驱动因素主要针对修改学习环境的背景。这些因素通过提高学习的相关性、促进学生与同伴和教师的积极关系以及增强学生的自主性和能力感来增加学生的参与度。认知参与度似乎是学业成绩的一个积极预测因素，但与其他参与度维度的关系存在争议。
本科医学教育中的学生参与度是一个重要但研究不足的结构。现有的研究表明，参与度是可塑的，可以通过不同类型的干预措施来改变，这些干预措施要考虑到教育和实践的背景。然而，需要进一步的研究来解决本综述中发现的差距。
