College of Medicine, Gulf Medical University, Ajman, United Arab Emirates.
Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
BMC Med Educ. 2023 May 20;23(1):354. doi: 10.1186/s12909-023-04344-8.
Student engagement is a complex multidimensional construct that has attained great interest in health professions education (HPE). Definition and conceptualization of student engagement is an important step that should drive the development of the instruments for its measurement. We have recently proposed a comprehensive framework for student engagement in HPE with a definition of engagement as student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. The dimensions of student engagement in this framework included the cognitive, affective, behavioral, agentic, and socio-cultural. Guided by the student engagement framework, this non-systematic review aims to identify, critically appraise, and summarize the existing methods for measuring student engagement in HPE. Extrapolating from higher education literature, we attempted to link the theoretical perspectives of student engagement with the published methods of its measurement in HPE context. In addition, we have described the different methods of measuring student engagement including self-report surveys, real time measures, direct observation, interviews/focus groups, and the use of multiple instruments. The span of engagement dimensions measured by self-report surveys ranges from one to five dimensions. However, measurement of agentic and sociocultural dimensions of engagement in HPE is still limited and further research is required. We have also reflected on the existing methods of measuring engagement of students as active partners in HPE. The review also describes the advantages, limitations, and psychometric properties of each method for measuring student engagement. We ended the review with a guiding conclusion on how to develop and select an instrument for measuring student engagement in HPE. Finally, we addressed the gaps in the literature about measuring engagement of HPE students and future research plans.
学生参与是一个复杂的多维结构，在健康职业教育（HPE）中引起了极大的关注。学生参与的定义和概念化是一个重要的步骤，应该推动其测量工具的发展。我们最近提出了一个全面的 HPE 学生参与框架，将参与定义为学生在学术和非学术经验中投入时间和精力，包括学习、教学、研究、治理和社区活动。该框架中的学生参与维度包括认知、情感、行为、能动性和社会文化。在学生参与框架的指导下，本非系统性综述旨在确定、批判性评价和总结 HPE 中测量学生参与的现有方法。从高等教育文献中推断，我们试图将学生参与的理论观点与 HPE 背景下其测量的已发表方法联系起来。此外，我们还描述了测量学生参与的不同方法，包括自我报告调查、实时测量、直接观察、访谈/焦点小组以及使用多种工具。自我报告调查测量的参与维度范围从一个到五个维度。然而，HPE 中能动性和社会文化维度的参与测量仍然有限，需要进一步研究。我们还反思了测量 HPE 学生作为积极参与者的参与的现有方法。该综述还描述了每种测量学生参与的方法的优点、局限性和心理测量特性。我们以关于如何在 HPE 中开发和选择测量学生参与的工具的指导结论结束了综述。最后，我们讨论了测量 HPE 学生参与的文献中的差距和未来的研究计划。
