Yemisi Jones
Cincinnati Children's Hospital
Introduction: Despite the evidence supporting the use of active learning strategies to enhance learning, they are infrequently used during continuing education (CE) lectures, in both in-person and virtual settings. Studies of active learning during didactic sessions have predominantly involved novice learners who require more intensive active learning strategies. This project aims to create an observation tool for use in program evaluation.
Methods: We reviewed the literature for active learning techniques described in large-group medical education. These strategies were then rated by 2 separate Delphi panels, one made of medical education experts (n = 9) and one of CE learners (n = 12). Each panel completed two rounds of ratings in an effort to achieve consensus. Experts were asked to rate each strategy for appropriateness and feasibility for both in-person and virtual session use. Attendees rated each strategy for likelihood to engage in an in-person and virtual format. The results of the Delphi panel informed which strategies were included in the Observed Active Learning Tool (OALT). Further validity evidence for the tool was collected by assessing inter-rater reliability using Fleiss’ kappa of four raters (2 clinicians and 2 non-clinicians). Iterative adjustments were made to the tool to achieve optimal reliability.
Results: The panels rated 31 active learning strategies and found the majority (25) to be appropriate and feasible for in-person (27) and virtual (25) CE large-groups. The attendee panel reached consensus on high likelihood to engage with 18 strategies in both in-person and virtual settings. There were 20 strategies which reached positive consensus with both groups and none which were rated poorly by both panels. Initial inter-rater reliability of the tool was moderate (kappa .53-.63). After modifications to the tool, final kappa was ***.
Discussion: Experts and CE attendees rated highly most of the active learning strategies from the literature for both virtual and in-person learning environments. The list of strategies rated highly by both panels can serve as a guide for CE planners and educators seeking to incorporate active learning into large-group learning. In addition the OALT may be used by both clinical and non-clinical CE professionals to guide program evaluation and improvement.
