We present the findings from a scale validation study of discussion engagement using data from multiple in-person courses from Somaville University in Somalia. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive lecture room climate and individual contributions that promote the engagement of others.
The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within lecture room discussions, and perception of an inclusive lecture room climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale.
It was found out that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.
The Relationship Between Medical Students’ Media Use And Learning Progress
The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from ‘information overload’, and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influence their acquisition of medical knowledge. Moreover, we examined (4) the influence of factors such as media overload.
In a pre-post design, we assessed the development of students’ medical knowledge before (T1) and after (T2) attending physiology seminars and examined the relationship between their knowledge development and media use. Our analyses showed a significant increase in students’ domain-specific knowledge after the seminars.
In contrast, their media use behavior did not change substantially, with online sources being used more frequently than textbooks and course materials. Increased use of additional textbooks and online sources from T1 to T2 was linked to a stronger increase in knowledge. The results indicate that students’ media use behavior influences their knowledge gain over their course of study, which has important implications for developing curricula in medical education.