This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact virtually; enhancing blended learning using webinars as flipped minilectures; and promoting the 4Es Learning Cycle (engagement, exploration, explanation, and extension) through webinars. With the development of a webinar integration tool, we propose an implementation framework based on four guiding principles: (1) technology considerations: matching the tool features with tasks, (2) planning with the perspective of participatory theories of learning, (3) promoting active learning with the 4Es Learning Cycle model, and (4) identifying factors for effective learning through webinar. The three-stage process includes: conducting a needs assessment and training sessions to ensure prerequisite skills for attending and hosting a webinar session, collecting baseline data on overall uses and perceptions of webinars, and applying the results of stages 1 and 2 to the development of a webinar integration tool. Our goal is to identify best practices for integrating webinar technologies in medical education, and assist faculty in aligning course objectives with appropriate webinar activities. Through formative evaluation and continuous improvement of our framework, our broader goal and contribution to the field is to encourage the development and sharing of domain-specific practical strategies for webinar integration, and strategies for designing compelling blended learning and teaching experiences.
The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic? Six OT students participated in a focus group and discussed qualities of successful OT peer supervision. A transcript of the focus group was analyzed using Strauss and Corbin's approach to grounded theory. Findings were explored considering the current literature on peer supervision. Findings indicated that students in an OT peer supervision relationship wanted to develop skills in feedback, professionalism, and guided discovery. Taken together, the evidence suggests skillful relationship abilities are of greater value to peer supervision relationships than clinical expertise alone. Frameworks including andragogy and the nurturing perspective on teaching are relevant to understanding the learning that takes place in OT peer supervision. The collaborative and supportive nature of peer supervision relationships are grounds for significant learning.
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