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

@article{Kelly2005ACO,
  title={A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool},
  author={P. Kelly and P. Haidet and V. Schneider and Nancy S. Searle and C. L. Seidel and B. Richards},
  journal={Teaching and Learning in Medicine},
  year={2005},
  volume={17},
  pages={112 - 118}
}
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… Expand
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