dc.contributor.authorRotgans, Jerome Ingmar
dc.contributor.authorSchmidt, Hendricus Gerard
dc.contributor.authorRajalingam, Preman
dc.contributor.authorWong, Joey Ying Hao
dc.contributor.authorCanning, Claire Ann
dc.contributor.authorFerenczi, Michael Alan
dc.contributor.authorLow-Beer, Naomi
dc.date.accessioned2018-01-09T08:58:56Z
dc.date.available2018-01-09T08:58:56Z
dc.date.issued2017
dc.identifier.citationRotgans, J. I., Schmidt, H. G., Rajalingam, P., Wong, J. Y. H., Canning, C. A., Ferenczi, M. A., et al. How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Advances in Health Sciences Education,23(2), 339-351.en_US
dc.identifier.issn1382-4996en_US
dc.identifier.urihttp://hdl.handle.net/10220/44286
dc.description.abstractThe objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.en_US
dc.format.extent28 p.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesAdvances in Health Sciences Educationen_US
dc.rights© 2017 Springer Science+Business Media B.V. This is the author created version of a work that has been peer reviewed and accepted for publication by Advances in Health Sciences Education, Springer Science+Business Media B.V. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1007/s10459-017-9801-2].en_US
dc.subjectAcademic Achievementen_US
dc.subjectCognitive Engagementen_US
dc.titleHow cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievementen_US
dc.typeJournal Article
dc.contributor.schoolLee Kong Chian School of Medicineen_US
dc.identifier.doihttp://dx.doi.org/10.1007/s10459-017-9801-2
dc.description.versionAccepted versionen_US


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