Evaluation of a blended learning model in geriatric medicine: A successful learning experience for medical students

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luís B.; Boersma, Derek; Sharma, Anita

doi:10.1111/j.1741-6612.2012.00620.x

Cited by 42 publications

(37 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the inverted classroom methodology has been applied to topics such as geriatric medicine,33 disaster medicine,34 advanced cardiac life support,35 and an elective related to medicine as a business 36. Generally, authors did not allude to temporal considerations related to their applications of the FC in clinical medical student education, as was sometimes the case for preclinical FCs.…”

Section: Resultsmentioning

confidence: 99%

“…Pre-session electronic resources for medical student self-directed content orientation often took the format of online content videos that typically featured short lectures11,14,17,18,20–22,28,29,33 or slide presentations with accompanying narration (Tables 2 and 3). 14,19,25,27 Other resources frequently provided to medical students included audio-based resources (eg, podcasts),15,30,35 e-learning tools,13,24,32 and educational games 31,33.…”

Section: Resultsmentioning

confidence: 99%

“…14,19,25,27 Other resources frequently provided to medical students included audio-based resources (eg, podcasts),15,30,35 e-learning tools,13,24,32 and educational games 31,33. Finally, text-based resources (eg, e-books and research articles) were typically provided as supplemental (ie, additional reading) preparatory resources 12,13,17,26,34.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Advances in medical education and practice: student perceptions of the flipped classroom

Ramnanan

Pound

2017

AMEP

270

206

View full text Add to dashboard Cite

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Advances in medical education and practice: student perceptions of the flipped classroom

Ramnanan

Pound

2017

AMEP

270

206

View full text Add to dashboard Cite

show abstract

“…eLearning can take the form of a full eLearning approach, which is entirely driven by technology, or be a mix of the traditional and fully computer–based methodologies (blended learning). Blended learning might be more suitable for health care training because of the need to combine hands–on skills–based training at a practical level as well as self–directed learning [6–10]. …”

mentioning

confidence: 99%

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

George¹,

Papachristou²,

Belisario³

et al. 2014

J Glob Health

378

330

View full text Add to dashboard Cite

Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals' education. To inform policy-making, in online eLearning, we need to determine its effectiveness.

show abstract

“…eLearning can take the form of a full eLearning approach, which is entirely driven by technology, or be a mix of the traditional and fully computer–based methodologies (blended learning). Blended learning might be more suitable for health care training because of the need to combine hands–on skills–based training at practical level as well as self–directed learning [10–14]. …”

mentioning

confidence: 99%

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Rasmussen¹,

Belisario²,

Wark³

et al. 2014

J Glob Health

View full text Add to dashboard Cite

BackgroundThe world is short of 7.2 million health-care workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resource-limited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, students' satisfaction and attitudes towards eLearning.

show abstract

Evaluation of a blended learning model in geriatric medicine: A successful learning experience for medical students

Abstract: Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty.

Cited by 42 publications

References 18 publications

Advances in medical education and practice: student perceptions of the flipped classroom

Advances in medical education and practice: student perceptions of the flipped classroom

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Contact Info

Product

Resources

About