Teaching of anatomical sciences: A blended learning approach

Abstract

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…Individuals of Generation Z, more commonly referred to as the Centennials (Hariri‐Akbari et al, ; Manspeaker et al, ), are also beginning to enter the health care profession (Gonzalo et al, ; Brass et al, ; Alvi, ). The majority are extremely motivated (Nuffer et al, ; Khalil et al, ), and believe that they need a college education to achieve their career goals (Ottenberg et al, ; Worly et al, ). These individuals consider all aspects of life from a global perspective (Fryer et al, ; Berger et al, ), tend to adopt technology at its highest levels (Hennessy et al, ; Shatto and Erwin, ), expect on‐demand services (Orsini et al, ) that are always available (Woolley and Fishbach, ; Manspeaker et al, ) and easily accessible (Fond et al, ; Lysak et al, ).…”

“…Based on inherent growth tendencies and innate psychological needs of human beings, the SDT recognizes two types of motivation: extrinsic and intrinsic (Cerasoli and Ford, ; Rothmaler et al, ; Hulbert and Anderson, ). Extrinsic motivation refers to activities that are executed because of a particular benefit (Kusurkar et al, ; Queen and Hess, ), or external pressure (Andreou et al, ; Barrett et al, ), while IM relates to activities engaged out of genuine interest (Dornan et al, ; Nuffer et al, ; Khalil et al, ).…”

“…Typically, health care students are idealistic (Rodriguez Zivic et al, ; Emerson, ) and excited about the choice of their profession (Barie and Ho, ; Queen and Hess, ; Yang and Shanks, ), and hence enter the educational environment with an eagerness to improve the human condition (Delany et al, ; Kenney et al, ; Melin‐Johansson et al, ). This enthusiasm should not be misconstrued (Mahoney et al, ; Gibson, ), but rather nurtured by modifying teaching strategies to make learning more efficient and enjoyable (Ezell et al, ; Sluka et al, ; Nuffer et al, ; Khalil et al, ). The succeeding sections present an inductively derived conceptual model to enhance IM in millennial students.…”

“…While these exercises may seem onerous, even a simple observation of learning approaches utilized by students when tasked with an activity or project can help in delineating the best supportive approaches for their education (Coffield et al, ; Bradley et al, ; Brass et al, ). This exercise has been reported to improve IM by markedly reducing the apprehension (Cerasoli and Ford, ; Nuffer et al, ; Khalil et al, ) and stress associated with health care education (Rosenman et al, ; Min, ).…”

“…Test‐enhanced learning practice bolsters this concept as it involves recalling information through questions (Cerasoli and Ford, ; Coyne et al, ) or other testing procedures (Zumwalt et al, ; Gliddon and Cridge, ; Barrett et al, ). Hence, this approach is being increasing recognized as a powerful and efficient learning tool in the development of IM (Bhagat et al, ; Hallin et al, ; Hulbert and Anderson, ), as it strengthens memory formation of that information (Palmen et al, ; Khalil et al, ) and improves delayed recall (Igde and Sahin, ; Oommen et al, ; Tackett et al, ) by the development of intricate neural networks (Ericcson et al, ; Everly et al, ; Dingwall and Allen, ; Kerfoot, ; Emerson, ).…”