Student engagement in health professions education: A commentary on AMEE Guide No. 152

Abstract

It is critical to emphasize the significance of student engagement in health professions as part of our judgment of the program’s success. A recent AMEE Guide No. 152 on student engagement has provided a comprehensive understanding of a range of aspects, including the application of this topic. This article discusses specific issues that can add to the value of the Guide. When defining student engagement, it is crucial to establish aspects of ‘active; engagement’ and ‘passive, non-engagement’ student reaction to learning. The Job demands-resources (JD-R) and academic demands-resources (AD-R) model fits with the determinants of student engagement. Determinant elements of students’ engagement have been incorporated into a model and methods used in measuring student engagement. The model has been applied to problem-based learning and virtual (online learning) program.

Keywords:

• Academic demands-resources (AD-R) theory
• AMEE Guide
• definition
• job demands-resources (JD-R) theory
• model and applications
• student engagement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was funded by the College of Medicine Research Center, Deanship of Scientific Research. King Saud University. Riyadh, Saudi Arabia.

Notes on contributors

Samy A. Azer

Samy A. Azer, MD, PhD, MEd, MPH, FACG, FAMEE, Professor of Medical Education, College of Medicine, King Saud University.