Effects of Active Learning Techniques on Learners’ Perceptions of Engagement and Effectiveness in Pre-Clinical Courses

Background: Due to COVID-19, second-year medical students (M2s) at the Hackensack Meridian School of Medicine (HMSOM) completed a substantial portion of their pre-clerkship training in person, while first-year students (M1s) completed their entire pre-clerkship training online. The purposes of this study are threefold. To examine (1) the impact of various active learning techniques employed at HMSOM on learners’ perceptions of engagement and effectiveness; (2) differences in perceptions of the impact of active learning techniques on engagement and effectiveness between cohorts; and (3) the relationships between pre-work and engagement/effectiveness. Methods: The data for this study were collected from M2s and M1s using a 22-item questionnaire that the authors of this study developed after pilot testing it. SPSS v. 27 was used to compute descriptive statistics, independent t-tests, and correlations. Results: The “Zoom polling tool” and “Case-based session” were ranked highest, while “Professors randomly calling on students individually” and “Making it mandatory to keep video cameras on” were ranked lowest. Significant differences were found between M2s and M1s in their perceptions of engagement and effectiveness related to some active learning techniques. Discussion: The findings of this study have numerous theoretical and practical implications. The Zoom polling tool and Case-based session were perceived to have the greatest impact on students’ engagement and effectiveness. Significant differences were observed between M2s and M1s in their perceptions of the impact of three active learning techniques. M2s, with in-person class experiences, scored higher on “Professors randomly calling on students individually”. On the other hand, M1s, who only had online experiences, scored higher on pre-work video modules. Some of the limitations of this study are discussed for potential future research.