Improving education in primary care: development of an online curriculum using the blended learning model

Abstract

BackgroundStandardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles.MethodsThis course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at . Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course.ResultsParticipating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam.ConclusionStudents found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

Medical Students’ Experiences of Education with Blended Learning: A Qualitative Study of Perceived Advantages and Challenges

“…This is in line with the findings of other researchers [28]. Another hindrance the students experienced was difficulty in understanding and writing the kind of assignments required.…”

The role of blended learning in the clinical education of healthcare students: A systematic review

“…Using principles of adult education, blended learning allows for greater flexibility and responsiveness in the teaching and learning process (Lewin et al 2009). In addition, the integration of online instruction has been shown to overcome the limitations of time and space, support instructional methods that are hard to achieve using textbooks and reach a larger number of students without increasing resource requirements (Gray & Tobin 2010).…”

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

“…[10][11][12] By combining the strengths of computer-mediated instruction (ie, dynamic digital interfaces, embedded assessments, data analytics, self-paced content acquisition) and face-to-face class time (ie, faculty member and peer engagement, handson applied learning), blended-learning environments can produce improved student outcomes and facilitate acquisition of competencies that may not otherwise be achieved. 9,[13][14][15] This approach can increase student engagement with the learning process, enhance critical-thinking development, and improve learning outcomes. [16][17][18][19] Evidence from a wide range of disciplines supports the use of blended learning to improve student outcomes.…”