Blended Simulation Based Medical Education: A Complex Learning/Training Opportunity

Shahoumian, Armineh; Saunders, Murray; Zenios, Maria; Parchoma, Gale; Hanson, John M.

doi:10.1007/978-3-319-07485-6_47

Cited by 7 publications

(8 citation statements)

References 18 publications

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“…From a medical perspective, Shahoumian, Parchoma, and Hanson (2014) argued that blended simulation-based medical education expanded the understanding of how actors in a complex medical system interact with each other and the practices that support or hinder blended learning. They analyzed the data in reference to online briefing, simulation sessions, and debriefing.…”

Section: Definition Of Blended Learningmentioning

confidence: 99%

“…In the literature, it was found that students generally developed positive perceptions towards the blended learning environments (Donnelly, 2010). On the other hand, Shahoumian, Parchoma, and Hanson (2014) found that no matter how well BLE is designed, factors such as emotional and affective issues might hinder the stability and flexibility of the blended learning. A study on the availability of the blended learning environment in solving the problems of face-to-face anatomy classes, such as the lack of materials and crowded lessons etc., would contribute to the literature.…”

Section: Studies In Medical Educationmentioning

confidence: 99%

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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: Definition Of Blended Learningmentioning

confidence: 99%

Section: Studies In Medical Educationmentioning

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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“…Chauhan et al (2019) also concluded that traditional lectures followed by e‐learning modules can be complementary to the lectures and help in fulfilling the knowledge gaps. It is also reported that other factors such as emotional and affective should be taken into account, while integrating blended learning into the medical education curriculum (Ruiz et al, 2006; Shahoumianet et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

Bhat

Shahdad

et al. 2021

Anatomical Sciences Ed

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Recent advance in medical education is in correlation with the advances in information technology and thus computer‐based learning is being increasingly employed. The objective of the present study was to design and evaluate an e‐learning module in anatomy and assess the perceptions of students and faculty about this e‐learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e‐learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e‐learning were analyzed using thematic analysis. The introduction of an interactive e‐learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e‐learning.

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“…Some limitations of blended learning have been noted in previous studies. Regardless of how well blended learning is designed, factors such as emotional and affective issues might hinder its stability and flexibility [ 21 ] and challenge the self-regulatory abilities of learners [ 22 , 23 ]. While students are generally positive about a blended learning environment [ 24 ], a potential drawback of online near-peer anatomy teaching is that technological limitations and perceptions of online course instructors might lower student satisfaction [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students

Zhong

et al. 2022

BMC Med Educ

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Background The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention. Methods A blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (n = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (n = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (n = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal–Wallis test and Kolmogorov–Smirnov test in SPSS Statics software. Results The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between online learning and the other three blended learning strategies. Conclusions In the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.

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Blended Simulation Based Medical Education: A Complex Learning/Training Opportunity

Cited by 7 publications

References 18 publications

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

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

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students

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