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learner engagement energy learners exert remain focused motivated learn learner engagement instrument lei developed measure learner engagement short continuing professional development cpd activity authors validated lei scores using validity evidence internal structure relationships variables participants attended 1 4 cpd courses 1 inperson 2 online livestreamed 1 either inperson online 2018 2020 2021 2022 confirmatory factor analysis used examine model fit several alternative structural models separately course authors also conducted generalizability study estimate score reliability associations evaluated lei scores continuing medical education teaching effectiveness cmete scores participant demographics statistical methods accounted repeated measures participants 415 unique participants attended 203 different cpd presentations completed lei 11567 times originally hypothesized 4domain model learner engagement domains emotional behavioral cognitive inclass cognitive outofclass demonstrated best model fit 4 courses comparative fit index 099 standardized root mean square residual 0031 root mean square error approximation 0047 reliability overall scores domain scores acceptable 50rater gcoefficient 074 except cognitiveinclass domain 50rater gcoefficient 055 066 findings similar inperson online delivery modalities correlation lei scores teaching effectiveness confirmed rho 058 small correlation found participant age rho 019 associations small statistically significant using findings generated shortened 4item instrument lei short form study confirms 4domain model learner engagement provides validity evidence supports using lei scores measure learner engagement inperson livestreamed cpd activities