PhD defence S.H. (Salaheldin) Kassab

Below is a brief summary about the dissertation:

Despite the importance of student engagement due to its positive relationships with improved academic performance, well-being, and student satisfaction, the existing literature on this topic lacks a coherent framework for practical application and research in health professions education (HPE). To address this gap, a comprehensive project consisting of six studies was undertaken.

The initial phase began with a scoping review, which aimed to map the existing literature on methods of measuring and enhancing student engagement in undergraduate medical education. This review highlighted the fragmented understanding and lack of clarity of the topic in the medical education literature. Subsequently, an AMEE guide was developed, introducing a novel framework for understanding and enhancing student engagement in HPE, along with connections to relevant theoretical frameworks and practical guidelines. The project also involved a systematic literature review that explored various instruments used for measuring student engagement in HPE. This review critically analyzed these instruments, highlighting their strengths, weaknesses, and psychometric properties, while offering guidance for instrument development and selection.

The last three studies focused on the practical application of the student engagement framework within problem-based learning (PBL) tutorials. A questionnaire was developed and validated to measure cognitive, emotional, and behavioral dimensions of student engagement in PBL tutorials. Another study focused on assessing "difficult-to-measure" student competencies predictive of engagement in PBL tutorials. Finally, the impact of tutor intervention profiles and group processes on student engagement was examined, revealing that establishing a sense of relatedness and enhancing group dynamics significantly influenced emotional and cognitive engagement.