‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study

Makhdoom, Naeem; Khoshhal, Khalid I.; Algaidi, Sami A.; Heissam, Khaled; Zolaly, Mohammed

doi:10.1016/j.jtumed.2013.01.002

Cited by 91 publications

(81 citation statements)

References 24 publications

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“…However, not being able to touch the cadaver and see each detail in the cadaver dissection is a disadvantage (Petersson, Sinkvist, Wang and Smedb, 2009), and the online resources should not be used as a replacemtne for the conventional courses led by instructors (Schmidt, Reinehr, Leucht, Behrendt, Geiler, and Britsch, 2011). On the other hand, in a different study it was determined that students' social perception is negative for blended learning because they are not yet accustomed to using technology in education (Makhdoom, Khoshhal, Algaidi, Heissam, & Zolaly, 2013).…”

Section: Discussionmentioning

confidence: 99%

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Ocak

Topal

2015

EURASIA J MATH SCI T

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The present study examines levels of satisfaction and perceptions of the students taking the blended anatomy course in Turkish Higher Education System. 15 students selected from 213 medical students participated in the study. An interview form was designed to identify the views of the students about the present study. The interview results were analyzed in the NVIVO program using the content analysis technique. Based on the results, the medical students' views on the blended anatomy course were classified into 8 categories: 1) visuality 2) content 3) effective learning 4) expectations from blended learning 5) accessibility 6) motivation 7) new perspective for the students and 8) continuity. Results indicate that medical students perceive blended learning environment positively. As a factor promoting learning, this study makes suggestions for taking advantage of the opportunities in a blended anatomy course successfully.Keywords: anatomy education, blended learning, perception, medical students INTRODUCTIONThe rapid changes in the information era affect the medical education along with the rest of the world. Medical sciences require the use of educational technologies in the field (Ward, Gordon, Field, & Lehmann, 2001). As Arman, Cankur, Çelik, Ersoy, İçke, Kopuz, Özbek and Pınar (2002) argue, it is not possible to give all the expanding knowledge to a medical student in a six-year period. Educators inevitably must select what they will and will not teach, and give the student the capability to use that information. At the very foundation of medical education lies anatomy. Anatomy is the oldest known medical science. Regardless of the division or specialization, every medical student must learn anatomy in order to become a successful doctor. According to the Department of Anatomy in the Faculty of Medicine at Kocaeli University (2011), the anatomy course analyses human anatomy, the various structures in the body and how these structures relate to each other. The anatomy studies include many areas of sub-specialization from topographical anatomy and dissection to microscopic and ultramicroscopic methods, which are the latest methods.The clinical sciences are becoming more dominant in medical education and the time for basic medical sciences is becoming precious. The studies on the cadaver dissections and living human models that would help the students gain skills and positive attitudes cannot be carried out sufficiently due to reasons such as an inadequate number of cadavers, the high number of students, lack of technical equipment and infrastructure, and inadequate number of instructors, etc. (Arman et. al, 2002).Different methods are required to solve the existing problems in anatomy education, which has an important place in basic medical education. Sayek, Odabaşı and Kiper (2010) indicated that alternative methods that would support anatomy education should be used more commonly. One of the methods that can be used to support anatomy education might be blended learning environments. This method includes the ...

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Section: Discussionmentioning

confidence: 99%

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Ocak

Topal

2015

EURASIA J MATH SCI T

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“…Besides, Ramakrisnan et al [50] compared three research models: Gupta, S, Packham et al, and Khan, identified the problems faced using e-learning. Makhdoom et al [21] conducted a comparative cross-sectional university-based study to assess the effectiveness of blended learning.…”

Section: E Methodologymentioning

confidence: 99%

“…1 article is about clinical medicine [21]. Makhdoom, et al [21] assessed the effectiveness of blended learning in studying family medicine as an example of a clinical medical science. 1 article is about Intelligent virtual microscopy [22].…”

Section: B Blended Learning As a Strategymentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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“…Blended Learning can provide improvement in access to information, ease in updating, distribution, and standardization of content, personalized tutoring, and accountability. A comparative cross-sectional study showed that blended learning is statistically and significantly better than traditional learning in domains of the educational environment, such as access to material and comfort of updating and distribution, and in all types of examination: written, objective structured clinical, and case scenarios (6). Learners have more control over the content, learning sequence, pace of learning, time, and often, media, which allows them to tailor their experience to meet personal learning objectives.…”

Section: Introductionmentioning

confidence: 99%

Mobile-based blended learning for capacity building of health providers in rural Afghanistan

Tirmizi

Khoja

Patten

et al. 2017

mHealth

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. The goal of this initiative was to improve knowledge of health providers related to four major mental health problems, namely depression, psychosis, post-traumatic stress disorder (PTSD) and drug abuse.Methods: This paper presents the results of quasi-experimental study conducted in 4 intervention districts in Badakshan for improvement in the knowledge among health providers about depression. The results were compared with three control districts for the change in knowledge scores.Results: Sixty-two health providers completed pre and post module questionnaires from case district, while 31 health providers did so from the control sites. Significant change was noticed in the case districts, where overall knowledge scores changed from 45% in pre-intervention test to 63% in post-intervention test.Overall background knowledge of pre to post module test scores changed from 30% to 40%, knowledge of symptoms showed correct responses raised from 25% to 44%, knowledge related to causes of depression from overall districts showed change from 22% to 51%, and treatment knowledge of depression improved from 29% to 35%. Average gain in scores among cases was 16.06, compared to 6.8 in controls. Conclusions:The study confirms that a blended Learning approach with multiple learning techniques for health providers in Badakshan, Afghanistan, enhanced their knowledge and offers an effective solution to overcome challenges in continuing education. Further research is needed to confirm that the gains in knowledge reported here translate into better practice and improved mental health.

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‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study

Cited by 91 publications

References 24 publications

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Review on Blended Learning: Identifying the Key Themes and Categories

Mobile-based blended learning for capacity building of health providers in rural Afghanistan

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