Cognitive Engagement in the Team-Based Learning Classroom

• In Event: Poster Session 16
  In Poster Session: Education and Assessment in the Professions Poster Session

Abstract

The objective was to explore how cognitive engagement varies during Team-based learning (TBL) and predicts performance. Participants were medical students enrolled in a TBL curriculum (N=175). Six measurements of cognitive engagement were taken during distinct TBL phases (preparation, individual/team readiness assurance, burning questions, and application exercises). Data were analysed using repeated-measures ANOVA and path modelling. The results revealed that cognitive engagement was relatively high, in particular during team discussions. Engagement significantly decreased during class discussion, when the teacher had the lead. The findings of the path model suggest that cognitive engagement was a significant predictor of performance. It appears that cognitive engagement is sensitive to the different phases of TBL, in which student autonomy is differentially encouraged.

Authors

• Preman Rajalingam, Nanyang Technological University

• Jerome I. Rotgans, Nanyang Technological University

• Henk G. Schmidt, Erasmus University Rotterdam