Evaluation of student engagement and agreement between student self-assessments and facilitator evaluations in Pediatric Advanced Life Support workshop among clinical year medical students
คำสำคัญ:
student engagement, Pediatric Advanced Life Support, medical students, self-assessment, facilitator evaluationบทคัดย่อ
Background: Student engagement is crucial for effective medical education, particularly in simulation-based settings like Pediatric Advanced Life Support (PALS) workshops. However, the dynamics of engagement during PALS training and the alignment between student self-assessment and facilitator evaluation are not well understood. This study aimed to evaluate engagement levels among medical students in PALS workshops and to determine the agreement between student self-assessments and facilitator evaluations.
Methods: The cross-sectional study was conducted with Year 5 and Year 6 medical students participating in PALS workshops at Hatyai Medical Education Center, Thailand, during the 2025 academic year. Student engagement was measured using a validated instrument adapted from the National Survey of Student Engagement, covering collaborative learning, cognitive development, and personal skills. Facilitator also evaluated students on the personal skills domain. Group differences were analyzed using independent t-tests, and the agreement between student self-assessment and facilitator evaluation was determined with Cohen’s weighted kappa.
Results
All 92 students completed the survey. Prior PALS training was significantly more common among Year 6 students (p < 0.05). Year 6 students reported higher overall engagement scores compared with Year 5, with no statistically significant (p = 0.07). Subdomain analysis revealed significantly higher personal skills scores among Year 6 students (p < 0.01). A moderate level of agreement was found between student self-assessments and facilitator evaluations for personal skills (weighted kappa = 0.563).
Conclusions
Simulation-based PALS training is an effective platform for engaging medical students. Higher engagement among final-year students reflect the impact of clinical experience and maturity on learning. Moderate agreement between student self-assessments and facilitator ratings highlights the importance of integrating self-reflection with external feedback to promote professional development. These findings reinforce the role of simulation as a critical platform for enhancing engagement and cultivating essential skills in medical training.
เอกสารอ้างอิง
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