Blended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy1

2004 ◽  
Vol 11 (9) ◽  
pp. 1059-1070 ◽  
Author(s):  
Kitt Shaffer ◽  
Juan E. Small
Keyword(s):  
Medical Education ◽  
Blended Learning ◽  
Small Group ◽  
Integrated Approach ◽  
Web Based ◽  
Didactic Instruction

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

A Resident-Driven Mobile Evaluation System Can Be Used to Augment Traditional Surgery Rotation Evaluations

2021 ◽  
pp. 000313482110111
Author(s):  
Kurun Partap S Oberoi ◽  
Akia D Caine ◽  
Jacob Schwartzman ◽  
Sayeeda Rab ◽  
Amber L Turner ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
General Surgery ◽  
Residency Program ◽  
Evaluation System ◽  
Clinical Rotation ◽  
Web Based ◽  
General Surgery Residency ◽  
Surgery Residency Program ◽  
To Receive

Background The Accreditation Council for Graduate Medical Education requires residents to receive milestone-based evaluations in key areas. Shortcomings of the traditional evaluation system (TES) are a low completion rate and delay in completion. We hypothesized that adoption of a mobile evaluation system (MES) would increase the number of evaluations completed and improve their timeliness. Methods Traditional evaluations for a general surgery residency program were converted into a web-based form via a widely available, free, and secure application and implemented in August 2017. After 8 months, MES data were analyzed and compared to that of our TES. Results 122 mobile evaluations were completed; 20% were solicited by residents. Introduction of the MES resulted in an increased number of evaluations per resident ( P = .0028) and proportion of faculty completing evaluations ( P = .0220). Timeliness also improved, with 71% of evaluations being completed during one’s clinical rotation. Conclusions A resident-driven MES is an inexpensive and effective method to augment traditional end-of-rotation evaluations.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals Blended Learning between Team Games Tournament and Web-Based Module to Improve Students’ Competency of Light Vehicle Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Robby Wijaya ◽  
Widiyanti Widiyanti ◽  
Syarif Suhartadi ◽  
Basyirun Basyirun
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Vehicle Engineering ◽  
Web Based ◽  
Average Value ◽  
Team Games ◽  
Light Vehicle ◽  
Interesting Learning ◽  
Learning Team ◽  
Student Competencies

Education plays an important role in printing Human Resources (HR), includingvocational schools. Learning methods and the availability of learning resources becomes very important and needed. The existence of the internet needs to be utilized to create innovative and interesting learning. The research method used is Classroom Action Research (CAR) which aims to determine the effect of the implementation of the blended learning team games tournament (TGT) and the Web-Based Module as an Effort to Increase the Achievement of Student Competencies in the Light Vehicle Engineering Program. The study was onducted in class X TKR 1, SMKN 1 Singosari in the 2017-2018 school year as many as 32 students. The treatment is given consisted of Action 1and Action 2 by observing the activities of the teacher, students, and post-test scores. In the pre-action, the percentage of completeness obtained was 67.74% while the Minimum Completeness Standard was 75%. After action 1, the achievement of student competence reached 93.5% with an average value of 86.53. While in Action 2, student learning completeness was 87.09% with an average value of 81.3. From the two actions implemented, it is found that the average results are above the minimum standard of a predetermined value of 75. The application of blended learning can improve student learning outcomes because the learning process is more interesting, active and innovative. students are more enthusiastic and happy with the learning model. With the tournament, students are trained to be responsible, care for friends, study independently and compete healthily. The application of Blended Learning team games tournament (TGT) and Web-based modules are recommended to be applied to other subjects because it is proven to be able to increase the achievement of student competencies and to be creative, innovative and interesting method.

scholarly journals Design-Based Research: Definition, Characteristics, Application and Challenges

2019 ◽  
Vol 5 (1) ◽  
pp. 26-35
Author(s):  
Hamed Vaezi ◽  
Hossein Karimi Moonaghi ◽  
Reyhaneh Golbaf
Keyword(s):  
Medical Education ◽  
Practical Knowledge ◽  
Educational Innovation ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Short Term ◽  
Web Based ◽  
Design Based Research ◽  
Definition Of ◽  
New Research

In recent years medical education has developed dramatically, but lecturers often cite the existence of a gap between theoretical and practical knowledge. In the first decade of the present century, new research methodology named “design-based research (DBR)” was developed, which most experts and journals refer to as a fundamental way to make changes in the quality and applicability of studies and educational research as well as to enhance and improve the practice of instruction. The aim of the present study was introducing design-based research and its concepts, features, applications, and challenges. A narrative review was conducted in 2018. For this purpose, authorized English academic database including Web of Science, Science Direct, Google Scholar, international database and library in medical research filed with keywords including “design-based research, definition of DBR, DBR applications, medical education, and DBR challenges” without date limitation until 2018.11.21 were screened. Overall, 68 articles were selected and after careful reading, 21 article with related subjects were selected for material extraction. The conclusion was made that DBR that combines empirical research with design-based theories could be considered as an effective method for understanding quality, time and the cause of the phenomenon of educational innovation in practice. Usually DBR is formed by initial evaluation of a problem that occurs in a particular context, and this assessment continues throughout design and implementation. One of the characteristics of DBR is the guiding team, which includes researchers, professionals, designers, managers, teachers, trainers and others whose expertise and knowledge may in some way help. The application of DBR in web-based training programs is quite evident. The probability of non-returns in short-term projects is one of the main challenges of DBR. Medical education has developed dramatically in recent years, but it has made little progress in promoting innovative research methodologies. DBR can be used as a bridge between theories and practice and provide the basis for close communication between researchers, designers, and participants. By applying sophisticated methods and multiple sources of information, the success rate of an intervention in a particular environment is assessed, which ultimately leads to improved theories.

scholarly journals Engaging Multiple Teams to Design a Blended Learning Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Monica W. Tracey ◽  
Tamme Quinn Grzebyk
Keyword(s):  
Blended Learning ◽  
Stakeholder Involvement ◽  
Design Teams ◽  
Parenting Skills ◽  
Learning Program ◽  
Web Based ◽  
Design Case ◽  
Based Instruction ◽  
Novice Students ◽  
Made In

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.

scholarly journals Student’s Perception on Implementation of Blended Learning in UNITEN

2020 ◽  
Vol 1 (1) ◽  
pp. 96-105
Author(s):  
Rahmat Bin Abdul Wahida Bin Abdul Wahida ◽  
T. J. Iskandar Bin Abd. Aziz ◽  
Ahmad Ikhsan Bin Abd. Aziz ◽  
Nur Hanani Binti Azami ◽  
Nur Aimi Syaqilah Binti Aziz
Keyword(s):  
Blended Learning ◽  
Adaptive Learning ◽  
Teaching Methods ◽  
Information Dissemination ◽  
Classroom Teaching ◽  
Web Based ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Four Levels ◽  
Conventional Classroom

Blended learning (BL) can be regarded as a teaching approach that combines online and face-to-face method of instructions in which it integrates the conventional classroom teaching with a combination of media, tools and teaching methods in web-based environment settings. Universiti Tenaga Nasional (UNITEN) has been implementing blended learning since 2016 on selected courses offered. The implementation of blended learning was carried out in four levels comprising of information dissemination, online assessment, flipped teaching and adaptive learning. The objectives of this study are to investigate students' awareness towards blended learning implementation and to measure their level of satisfaction on the courses they registered.

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