A model for the use of blended learning in large group teaching sessions

Herbert, Cristan; Velan, Gary M.; Pryor, Wendy; Kumar, Rakesh K.

doi:10.1186/s12909-017-1057-2

Cited by 75 publications

(72 citation statements)

References 32 publications

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“…Blended learning (BL) can be useful and effective in teaching clinical skills and medical education (1)(2)(3)(4). This approach is a good platform for linking theory and practice in the teaching-learning process (5).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Azizi

Roozbahani

Khatony

2020

Preprint

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Background: Blended learning is a new approach toward improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that may influence the behavioral intention to use of blended learning in medical education.Methods: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was UTAUT2. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypothesis.Results: The validity and reliability of the model constructs were acceptable. Performance expectance, effort expectance, social influence, facilitating conditions, hedonic motivation, price value and habit had a significant effect on students’ behavioral intention to use of blended learning. Additionally, Behavioral intention to use of blended learning also had a significant effect on students’ actual usage of blended learning (β=0.645, P≤0.01).Conclusion: The study revealed that the proposed framework based on UTAUT2 has good potential to identify factors influencing students' behavioral intention to using of blended learning. Universities can use the results of this study to design and implementation successful blended learning courses in medical education.

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Section: Introductionmentioning

confidence: 99%

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Azizi

Roozbahani

Khatony

2020

Preprint

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“…Flipped classrooms have been applied in many medical schools in the United States, and students showed improvements in many ways. The application of radiology courses also achieved great success [14][15][16]. Meanwhile, Chinese medical education needs to keep up with the times, improve the medical curriculum setting and teaching methodology, and pay more attention to clinical training [17].…”

Section: Introductionmentioning

confidence: 99%

Existing contradictions and suggestions: flipped classroom in radiology courses of musculoskeletal disease under Chinese medical educational mode from medical imaging student perspective

Pan

Ren

et al. 2020

BMC Med Educ

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Background: Flipped classrooms have already begun to be used in many universities aboard, and they now make up for some of the short comings of the traditional classroom. We introduced the concept of flipped classrooms into a radiology class in China and evaluated the students' performance to find out whether it was a better learning method. Furthermore, we have attempted to identify the problems of application of flipped classrooms (as practiced under the Chinese education system) and make suggestions. Methods: Facilities made videos and prepared clinical cases and short lectures for the flipped classroom. A total of 55 undergraduate radiology students were asked to finish pre-class learning and pre-learning assessment, participate in a flipped classroom about bone malignant tumours, and complete questionnaires. Teachers were also need to finish the survey.(Continued on next page) Results:1) The students showed good performances in the pre-learning assessment. The mean scores for three prelearning assessment were 89.77, 96.54, and 93.71, respectively; the median scores were 90, 97.5, and 94, respectively. 2) After they attended the flipped classroom, their mastery of knowledge (case-solving skills, basic feature command, comparison ability, and overall knowledge command) showed improvements; after flipped classroom, the scores for these knowledge factors improved to 81.25, 85.42, 85.42, and 85.42%, respectively, compared to the scores they obtained before taking the flipped classroom (1.25, 68.75, 64.58, and 72.92% respectively).3) The students' discussion time and student-teacher-communication time increased, and the students' questions were solved satisfactorily. 4) CTDI-CV showed no improvement in critical thinking skills after taking the course. 5) The time spent in previewing (pre-class video watching, material reading, and pre-learning assessment) increased significantly. Conclusions: Flipped classrooms, when tested in a radiology classroom setting, show many advantages, making up for some inadequacies of didactic classrooms. They provide students with better learning experiences. We can continue to practice flipped classroom methods under the curriculum, but we still need to make improvements to make it more suitable for the Chinese medical education mode.

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“…Furthermore, in today's times, there is an easy access to the internet by everyone through which the method of flipping class becomes more interactive. This is one of the methods to stimulate self-directed learning in students in the way of engaging themselves and enhancing the learning process (Herbert et al, 2017). This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning and problem-solving activities (Pickering & Roberts, 2018).…”

Section: Introductionmentioning

confidence: 99%

Use of Flipped model classroom teaching on learning of Immunology in second professional medical students

Gupta

Singh

2019

SE Asian Jnl Med Educ

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Objectives: Over time medical para-clinical subject teachers have felt that undergraduate students have difficulty in understanding immunological concepts of infections. The objectives of the study were to compare the effectiveness of traditional method of teaching with the flipped classroom teaching (FCT) model in Immunology and to assess the perception of students towards the flipped classroom teaching (FCT) model using semi-structured feedback.Methodology: In the study, the flipped classroom model was employed. This is a single centre study involving 100 students of second year MBBS where the students were required to learn and understand the supplied material before coming to the class. During the class, clinically applied aspects of Immunology topic including higher levels were discussed. Ten sessions were done on FCT. Pre class and post class student's knowledge of concept was assessed using MCQs on the given session. Also a theory test was conducted on the same topic at the end of completion of the Immunology topic and comparison was done with a topic in which teaching was done based on didactic lectures only. Feedback was taken from the students in the peer validated questionnaire provided having open ended question also. Similar feedback was taken from participating teachers. Results:The MCQ marks were categorized in three groups; students scoring <5, 6-8 and >8 out of 10. In the post class assessment significantly higher proportion of students secured score between 9 -10 (P<0.001). Overall scores of students was also significantly higher in post class assessment. However, summative assessment done by Theory test (having long answer questions and short answer questions) showed no statistical difference (P>0.10). Regarding feedback from the students; a positive attitude was seen for incorporating the flipped class teaching as assessment method showing a significant value (p=0.005). In terms of duration for the flipped class study, students disagreed that FCT takes longer time than routine lecture. Feedback from the teachers showed that this is a good method of teaching regards to some difficult topics but some preparation is required beforehand. Conclusions:There was a positive feedback by the students towards flipped classroom teaching method as understanding of the topics covered was much more. According to the assessment, Flipped teaching approach offered no additional benefits as compared to non-flipped traditional method.

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A model for the use of blended learning in large group teaching sessions

Cited by 75 publications

References 32 publications

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Existing contradictions and suggestions: flipped classroom in radiology courses of musculoskeletal disease under Chinese medical educational mode from medical imaging student perspective

Use of Flipped model classroom teaching on learning of Immunology in second professional medical students

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