American Journal of Pharmaceutical Education 2007;71 (5)Article 85. RESEARCH ARTICLES A Tool for Measuring Active Learning in the Classroom Jenny A.Van Amburgh,PharmD,John W.Devlin,PharmD,Jennifer L.Kirwin,PharmD, and Donna M.Qualters,PhD ter University Submitted February 2,2007;accepted May 13,2007;published October 15,2007 Objectives.To develop a valid and reliable active-learnin entory tool for use in large clas srooms y perceptions of ac ory oy na a y by tr re the ed to en per Result 3(range ng en 06.1 ode.Both range:2- Q70/ 68% The valid and reliabl c tool ton d to Tool ach ng and its impact in other dis Keywords: active peer observation,perceptions,faculty developmen The concept ofstudent enga agement is becoming more tiple pathwa ays to engage in leamning that must begin with than iust educa tional rhetoric.Active-learning techniques ng active n行 ged in the clas om have emerged as strategies for instructors to promote en The advantages of active learning are numerous.Inte- grating active-learning strategies into the classroom ent bengPeom2natoaofmaienalhiesal results in a strong model ofteaching because active lear ing promotes the Active-learning techniques engage While students more deeply in the process of learning course instructors'engagement with students may occasionally occur outside the classroom (eg.experiential learning activities.casual conversation).it most often occurs in earning techniques not only benefits students by allowing the classroom.Student engagement in the classroom them the opportunity to practice skills and ask questions involves the student participating in a Didaktik triangle but also benefits instructors by affording them the oppor interaction between th e instructor,fellow students.and tunity to assess the students'understanding and remediate the discipline material.The most challenging aspect of important points ona nearly"real time"basis.Classroom this relationship for instructors to establish is the student environments that include active learning engage stud ents interaction and engagement with material beyond the in their learning,encourage"doing"with understanding pasic level of knowledge and comprehension.We hav provide the students with opportunities to revise anc begun to think of this learning process as"the continuum improve their own thinking(formative ass sment),and of engagement,"where students are presented with mul mation from the om to lls ou de wor nding Auther le A Van Amb gh,BPharm on University,Bouve College of Health Sciences-School of and inte of he alth cil for (ACPE h 206 Mugar Life Science Building,Boston an MA021l5.Tel:617 373-744 .Fax:617-373-7655 (AA both enc -mail:J.vanamburgh(@neu.c directly involves stuRESEARCH ARTICLES A Tool for Measuring Active Learning in the Classroom Jenny A. Van Amburgh, PharmD,a John W. Devlin, PharmD,a Jennifer L. Kirwin, PharmD,a and Donna M. Qualters, PhDb a Bouve´ College of Health Sciences, Northeastern University b Center for Teaching Excellence, Suffolk University Submitted February 2, 2007; accepted May 13, 2007; published October 15, 2007. Objectives. To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool. Methods. The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions. Results. Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver ($87%) and observer-instructor agreement ($68%) were high for these outcomes. Conclusions. The Active-Learning Inventory Tool is a valid and reliable tool to measure active learn￾ing in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines. Keywords: active learning, assessment, peer observation, perceptions, faculty development The concept of student engagement is becoming more than just educational rhetoric. Active-learning techniques have emerged as strategies for instructors to promote en￾gagement with both discipline material and learning.1 Reports by the National Survey of Student Engagement (NSSE) demonstrate that a high level of student engage￾ment increases learning and retention of material partic￾ularly in underrepresented minority students.2,3 While instructors’ engagement with students may occasionally occur outside the classroom (eg, experiential learning activities, casual conversation), it most often occurs in the classroom. Student engagement in the classroom involves the student participating in a Didaktik triangle interaction between the instructor, fellow students, and the discipline material.4 The most challenging aspect of this relationship for instructors to establish is the student interaction and engagement with material beyond the basic level of knowledge and comprehension. We have begun to think of this learning process as ‘‘the continuum of engagement,’’ where students are presented with mul￾tiple pathways to engage in learning that must begin with being actively engaged in the classroom. The advantages of active learning are numerous. Inte￾grating active-learning strategies into the classroom results in a strong model of teaching because active learn￾ing promotes the application of material while it is still being presented.5,6 Active-learning techniques engage students more deeply in the process of learning course material by encouraging critical thinking and fostering the development of self-directed learning.7,8 Use of active￾learning techniques not only benefits students by allowing them the opportunity to practice skills and ask questions, but also benefits instructors by affording them the oppor￾tunity to assess the students’ understanding and remediate important points on a nearly ‘‘real time’’ basis. Classroom environments that include active learning engage students in their learning, encourage ‘‘doing’’ with understanding, provide the students with opportunities to revise and improve their own thinking (formative assessment), and help the students to connect the information from the classroom to practice in the outside world.9 These skills are critical to the personal, professional, and intellectual development of health care providers. The Accreditation Council for Pharmacy Education (ACPE) and the American Association of Colleges of Pharmacy (AACP) both encourage a doctor of pharmacy (PharmD) curriculum that directly involves students, facilitates the Corresponding Author: Jenny A. Van Amburgh, BPharm, PharmD. Associate Clinical Professor, Northeastern University, Bouve´ College of Health Sciences - School of Pharmacy, 206 Mugar Life Science Building, Boston, MA 02115. Tel: 617-373-7444. Fax:617-373-7655. E-mail: j.vanamburgh@neu.edu American Journal of Pharmaceutical Education 2007; 71 (5) Article 85. 1