Grounded theory study reveals how systems shape learner engagement in emergency medicine, suggesting new frameworks.
These findings are synthesized into a mechanism-oriented framework in which system responsiveness acts as a key driver shaping how structures and interactions support learners' meaningful engagement. We further conceptualize learner engagement as situated agency, an interpretive and context-sensitive process through which learners calibrate their orientations and participation in response to evolving relational and structural conditions within implemented CBME systems.
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Chu et al. (2026) studied this question.
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