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Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM).
Dickinson, K J; Caldwell, K E; Graviss, E A; Nguyen, D T; Awad, M M; Tan, S; Winer, J H; Pei, K Y.
Afiliación
  • Dickinson KJ; Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, AR, USA; Department of Surgery, Houston Methodist Hospital, Houston, TX, USA; Department of Interprofessional Education, University of Arkansas for Medical Sciences, Little Rock, AR, USA. Electronic address: kjdickinson
  • Caldwell KE; Department of Surgery, Washington University in St Louis, St Louis, MO, USA.
  • Graviss EA; Department of Surgery, Houston Methodist Hospital, Houston, TX, USA; Department of Pathology and Genomic Medicine, Houston Methodist Research Institute, Houston, TX, USA.
  • Nguyen DT; Department of Pathology and Genomic Medicine, Houston Methodist Research Institute, Houston, TX, USA.
  • Awad MM; Department of Surgery, Washington University in St Louis, St Louis, MO, USA.
  • Tan S; Department of Surgery, University of Florida Health, Gainesville, FL, USA.
  • Winer JH; Department of Surgery, Emory University, Atlanta, GA, USA.
  • Pei KY; Department of Graduate Medical Education, Parkview Health, Fort Wayne, IN, USA.
Am J Surg ; 222(6): 1044-1049, 2021 12.
Article en En | MEDLINE | ID: mdl-34602277
BACKGROUND: The COVID-19 pandemic has necessitated virtual education, but effects on learner engagement are unknown. We developed a virtual in-class engagement measure (VIEM) to assess learner engagement in online surgical education events. METHODS: Using the STROBE, an observer collected tool to document student engagement, as a template an ASE committee workgroup developed the VIEM. The VIEM had two parts: observer assessment and learner self-assessment of engagement. Trained observers collected engagement data from two institutions using the VIEM. Surgical attendings, fellows and residents were observed during virtual learning events. Educator attitudes towards online teaching were also assessed via survey. RESULTS: 22 events with 839 learners were observed. VIEM distinguished between sessions with low and high engagement. 20% of learners pretended to participate. Half of instructors were comfortable with virtual teaching, but only 1/3 believed was as effective as in-person. 2/3 of teachers believed video learners were more engaged than audio learners. CONCLUSIONS: Virtual platforms do not automatically translate into increased engagement. Standard tools such as VIEM may help with assessment of engagement during virtual education.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cirugía General / Educación a Distancia / Realidad Virtual / COVID-19 / Aprendizaje Límite: Humans Idioma: En Revista: Am J Surg Año: 2021 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cirugía General / Educación a Distancia / Realidad Virtual / COVID-19 / Aprendizaje Límite: Humans Idioma: En Revista: Am J Surg Año: 2021 Tipo del documento: Article Pais de publicación: Estados Unidos