Students’ perceptions of a blended learning pharmacy seminar course in a Caribbean school of pharmacy

Extavour, Rian Marie; Allison, Gillian

doi:10.1016/j.cptl.2017.12.007

Cited by 8 publications

(10 citation statements)

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“…Estas atividades também contaram com prática nos laboratórios de habilidades e em clínicas anexas às instituições que ofertaram o ensino híbrido 14,31,36,40,46,56,59 . Nas atividades online, os programas educacionais contaram com ambientes virtuais como o Moodle 11,36,37,38,41,49 e outras plataformas tecnológicas e operacionais 13,14,36,37,38,44,54 . Nestes ambientes, predominaram os vídeos instrucionais 12,17,20,26,33,37,38,39,51,53,58 e as palestras com especialistas 21,27,32,48,50,58 .…”

Section: Burgos Espanha E2unclassified

“…Houve adaptação de atividades tradicionalmente presenciais para ensino online por meio da simulação realística, cenários de caso e demonstrações ao vivo utilizando manequins para a gravação em vídeo 27,31,46,54,55 . Os alunos avaliaram positivamente os módulos online combinados com o estágio prático, especialmente a interatividade e a capacidade de retornar aos materiais em outros momentos no futuro 55 , tendo assim o controle do ritmo de sua aprendizagem, dando tempo para revisar conforme necessário 24,41,47,58 .…”

Section: Burgos Espanha E2unclassified

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Ensino híbrido na formação em saúde: uma revisão sistemática

et al. 2022

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Introducción: Ante la necesidad de reestructurar las instituciones de educación en salud a causa de la pandemia por COVID-19, se ha señalado a la educación híbrida como una alternativa para reorganizar las actividades educativas. El objetivo de este estudio es describir el desarrollo de la educación híbrida en la formación de los profesionales en el área de la salud. Materiales y métodos: Revisión sistemática de la literatura basada en las recomendaciones de los elementos de informes preferidos para revisiones sistemáticas y metaanálisis (PRISMA). La búsqueda se realizó por pares entre julio y septiembre de 2020 en cuatro bases de datos electrónicas. Los descriptores utilizados fueron “educación a distancia”, “educación superior”, “aprendizaje”, “salud”, “enfermería”, “medicina”, “odontología”, “fisioterapia” y “educación híbrida”. A su vez, los artículos seleccionados se clasificaron según su nivel de evidencia. Resultados: Se seleccionaron 49 artículos, entre los que se incluyeron estudios cuantitativos, cualitativos y de métodos mixtos. Se identificaron experiencias en el desarrollo de la educación híbrida en diferentes cursos de formación en el área de la salud. Se observó que la educación híbrida se implementó de acuerdo con el modelo de rotación, el modelo a la carta y el modelo Flex. Discusión: La enseñanza híbrida ha venido ganando cada vez más importancia en el escenario académico de la educación en salud. Se observó que, a partir de esta, el estudiante logra destacarse en su aprendizaje, ya que se convierte en el principal gestor de este proceso al aprender de forma activa mediante diversas herramientas educativas guiadas por el docente. Conclusiones: El éxito de la educación híbrida se puede relacionar con su carácter innovador, flexible, con buena relación costo-beneficio y la habilidad de convertir a los estudiantes en protagonistas de su proceso de enseñanza-aprendizaje, lo que influye en su propio rendimiento académico. Como citar este artículo: De Lima, Ana Carolina Bezerra; Dos Santos, Danielle Christine Moura; De Almeida, Sabrina Lima; Da Silva, Ellen Lucena; E PereiraEmanuela Batista Ferreira. Ensino híbrido na formação em saúde: uma revisão sistemática. Revista Cuidarte. 2022;13(1):e2051. http://dx.doi.org/10.15649/cuidarte.2051

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Section: Burgos Espanha E2unclassified

Ensino híbrido na formação em saúde: uma revisão sistemática

et al. 2022

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“…We have collected data using a questionnaire. Although some researchers have used online questionnaires [32] , we only use print questionnaires. The reason is that there are not too many respondents.…”

Section: Data Collectionmentioning

confidence: 99%

Student psychological responses to english for biology course in biology department of universitas negeri padang

Lufri

Yogica

2020

Proceedings of the International Conference on Education, Science and Technology - ICESTech 2020

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Education at the university expects graduates who are able to integrate with social life, including with international life. Students who graduate become a benchmark for the quality of the place they study. So, the quality of a university depends on the quality of the individual graduates. The quality of graduates is marked by their achievement index at the end of each semester. Students who have high intelligence have the possibility of getting high scores, and vice versa. The "English for Biology" course is an effort to harmonize the world's needs of qualified graduates with the role of the university's function as a place to prepare it. In each lecture will appear a variety of student responses psychologically to the lectures that are happening. These responses include perceptions, interests and attitudes. The response has an effect on student competence after lecturing. We have observed these psychological responses using questionnaire, and we had analyze them on Biology Department students at Universitas Negeri Padang. The result shown about student"s perception, interest and attitude.

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“…[1][2][3][4][5][6][7]Many schools have adopted online learning into their teaching including medical schools. [1,[8][9][10][11][12] The COVID-19 accelerated this process. The United Nations Educational, Scienti c, and Cultural Organization (UNESCO) reported that 1.2 billion students have been affected by school and university closures.…”

Section: Introductionmentioning

confidence: 99%

The Feedback From Students on Offline Teaching, Online Teaching, and Blended Teaching of the "Contact Lenses" Course in Tianjin, China

Zhang

Zhu

Liu

et al. 2021

Preprint

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Background: To determine the effect of the three teaching methods on the learning of contact lenses and provide recommendations to improve Contact Lenses teaching in optometric education.Methods: The survey was conducted at Tianjin Medical University with the students' evaluations of educational quality (SEEQ) questionnaire with a five-point Likert scale over 2 weeks in June 2021. It is for optometry students whose contact lenses were taught by any of three methods: 92 students enrolled in 2017 at Dagang campus performed online learning, 60 students enrolled in 2017 at Qixiangtai campus performed offline learning, and 100 students enrolled in 2018 at Dagang campus performed blended learning: both online and offline; A total of 252 students were invited to participate in this study. Descriptive statistics were performed to analyze SEEQ items. ANOVA was used to determine significant differences among different teaching methods.Results: 221 valid questionnaires were collected, with a response rate of 87.70% (221/252). Among them, 87(39.37%) were male, and 134(60.63%) were female. Offline teaching students had longer contact time with the faculty than online teaching and blended teaching (p<0.05). No statistically significant differences in sex or academic performance were found among 3 different teaching methods (p=0.33, p=0.91, respectively). There were 18.10% (40/221) of students who suggested increasing experiment and practice time.Conclusion: The traditional offline teaching method had a stable teaching effect. Students had more contact time with faculty than students taught by online and blended teaching. Online teaching and blended teaching worked as well as offline learning. The effectiveness was not be influenced by gender and academic performance.

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Students’ perceptions of a blended learning pharmacy seminar course in a Caribbean school of pharmacy

Cited by 8 publications

References 8 publications

Ensino híbrido na formação em saúde: uma revisão sistemática

Ensino híbrido na formação em saúde: uma revisão sistemática

Student psychological responses to english for biology course in biology department of universitas negeri padang

The Feedback From Students on Offline Teaching, Online Teaching, and Blended Teaching of the "Contact Lenses" Course in Tianjin, China

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