Development of a strategy for the expansion of online teaching at the University of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21

Background

Owing to the COVID-19 pandemic, the summer of 2020 saw face-to-face teaching replaced by online teaching. The question arose as to how digitalisation may be implemented meaningfully. The views of lecturers and students on past online programmes were gathered in order to identify potential and future prospects.

Project description

An exploratory, guidelines-based interview study was conducted during the clinical phase of the medicine degree at the Faculty of Medicine in Würzburg. Five lecturers and five students were interviewed in the winter semester of 2020/21. This was followed by a content analysis evaluation according to Kuckartz, with the help of MAXQDA.

Results

Online teaching offers more flexibility and security for the future. Hybrid formats (e.g., blended learning) are in demand. While theoretical knowledge can be taught online, face-to-face teaching remains essential in practical training. Digital elements must be developed didactically and anchored in the curriculum. Interaction and direct feedback between students and lecturers are key aspects of this.

Discussion

Online teaching in medicine offers numerous potentials and didactic design options that can improve the degree programme in a competency-based manner. Combined teaching formats are particularly effective in this regard. Fittingly conceived, multimedia teaching formats enable students to approach their studies in a focused manner. The points raised during the interviews correspond with the fundamental principles of the ARCS model, which was developed to strengthen continuous motivation in students.

Conclusion

Well-thought-out design and integration of online teaching can contribute to attractive, efficient, and future-oriented teaching/learning activities. Decisive factors are the collaboration of everyone involved and adequate provision of both time and financial resources.

Academic data derived from a university e-government analytic platform: An educational data mining approach

The article describes the academic data, which derived from a University E-government analytic platform, which supports the facilitation of blended learning in a Greek University during and after the COVID19 outbreak [1,2]. University e-government services refer to a set of information systems that facilitate the functionalities of the University and enable the management of the underlying information [3,4]. These educational, research and managerial services, also called U-EGOV, follow the four stages of e-government (Presence, Interaction, Transaction, Transformation) [5]. In the presented approach, the data was aggregated from the university services with an automated process and includes all the individual U-EGOV services, that is the synchronous and asynchronous educational platforms, the teleconferencing tool, etc. The dataset created contains information about the courses, the assignments, the grades, the examinations, as well as other significant academic elements of the synchronous and the asynchronous education that takes place in the University. The analysis spans from the spring semester of the academic year 2019-2020, the winter semester of the academic year 2020-2021 to the spring semester of 2020-2021 (three semesters in total). The sample consists of 4800 records and after the preprocessing 4765 records (statistics of courses attended by students) which include 1661 unique students within the university in twenty (20) courses. We have followed an educational data mining approach on the collected data by utilizing an automated data aggregation mechanism to gather data for the selected courses, in order to enhance the learning process and the quality of services. The dataset can be reused: i) as a reference point to measure the quality of the academic outputs and its progress through the years and ii) as a basis for similar analysis in other Higher Educational Institutions (HEIs).

Evaluation of a blended learning approach on stratified care for physiotherapy bachelor students

BACKGROUND

Stratified models of care are valuable for addressing psychosocial factors which influence the outcome of patients with musculoskeletal disorders. Introducing such models in undergraduate training has the potential to propagate this knowledge with evidence and foster its implementation. The objective of this paper is to explore the perception and changes in the fear-avoidance beliefs of physiotherapy students participating in a developed blended learning course on stratified care.

METHODOLOGY

A mixed-methods with a convenient sample of two consecutive cohorts were given a blended learning course on stratified care for patients with low back pain. The blended learning course comprised scientific rudiments and application of stratified care in clinical practice conceptualised using the KERN' 6-step approach. The exam scores, perceptions, performance on self-reflection-tests and pre- and post-scores on The Tampa Scale for Kinesiophobia for Physiotherapists' (TSK-PT) were obtained. After gaining clinical experience, participants were invited to discuss their clinical experiences and perceptions in workshops. The quantitative data was analysed explorative-descriptively. The qualitative data was analysed following an inductive coding system with constant comparisons.

RESULTS

Ninety-one participants consented to the evaluation (mean age = 22.9 ± 1.6 years), 66% were female. Exam scores correlated with time spent in training (r = 0.30) and scores on self-reflection-tests 1 and 2 (r = 0.40 and r = 0.41). Participants in both cohorts described the learning resources as promoting their interest in the subject (72% and 94%), up-to-date (91% and 93%) and helpful (91% and 97%). The fear-avoidance scores for participants decreased from 53.5 (± 9.96) to 40.1 (± 12.4) with a large effect size (d = 1.18). The regression model [F (2, 49) = 1151.2, p < 0.001] suggests that pre-TSK-PT and the interest of participants in the training predicted post-TSK-PT. The workshop participants (n = 62) all worked in clinical practice. Emerging from the analysis were 4 categories (evolving to maturity in practice, perceiving determinants of stratified care, strategising for implementation and adopting an outlook for future practice).

CONCLUSION

The quality of engagement in learning, training strategy and interest in the subject contributes immensely to learning outcomes. This blended learning course was successful in reducing kinesiophobia and influencing the participants' attitude towards care with the potential of being translated into long-term practice.

A Collaborative Metaverse based A-La-Carte Framework for Tertiary Education (CO-MATE)

The paper aims to propose a futuristic educational and learning framework called CO-MATE (Collaborative Metaverse-based A-La-Carte Framework for Tertiary Education). The architectural framework of CO-MATE was conceptualized in a four-layered approach which depicts various infrastructure and service layer functionalities. CO-MATE is a technologically driven educational metaverse environment involving loosely coupled building blocks to provide an a-la-carte model for platform designers. For this, the authors had undertaken a systematic mapping study of the pre/post-COVID period to review the application of various emerging technologies. Further, the paper also discusses the core attributes and component offerings of CO-MATE for a technology-driven and automated immersive-learning environment and exemplifies the same through various use cases.

An international exploration of blended learning use in pre-registration nursing and midwifery education

AIM

To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy.

BACKGROUND

The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere.

DESIGN

Cross-sectional, sequential, mixed methods study PARTICIPANTS/SETTINGS: Nursing/nurse education leaders from across International Council of Nurses regions METHODS: Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants' knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes.

RESULTS

Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation.

CONCLUSIONS

Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact.

TWEETABLE ABSTRACT

Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.

Transformation of Robotics Education in the Era of Covid-19: Challenges and Opportunities

The COVID-19 pandemic has significantly impacted many aspects of our social and professional life. To this end, Higher Education institutions reacted rather vastly to this unpreceded situation although many issues have been reported in the international literature since the emergence of the first global lockdown. As we are now transitioning back to the 'normality', universities and businesses consider the so-called 'blended' or 'hybrid' model as a means of facilitating the transition phase. In view of this decision, several studies can be identified wherein blended learning scenarios are proposed and described. The present work constitutes such an effort. Precisely, while adjusting the lens to the didactic of Robotics courses, we propose a blended learning model via which the laboratory activities are performed without the physical presence of the students in the physical context. The aforementioned objective is attained under the aid of the Virtual Reality technology coupled with the Digital Twin model. We hope that the ideas presented in this manuscript will motivate and inspire more researchers, instructional designers, and educators to consider the adoption of such alternative instructional techniques to mitigate the shortcomings that the remote education setting brings and further to improve the overall learning experience.

[Chances and challenges of increasing digitalization of teaching in the discipline anesthesiology from the perspective of students]

BACKGROUND

The coronavirus pandemic caused a sudden change in medical education worldwide and induced a shift towards digital teaching. Previously, most courses were organized for students in physical presence on campus, while a few institutions already complemented these with blended learning methods, combining digital teaching with clinical presence; however, the use of digital teaching was heterogeneous, ranging from the use of PowerPoint slides to the application of virtual patients and telemedicine.

OBJECTIVE

This study aimed to identify challenges and opportunities arising from the different tools used in digital teaching, such as recorded lectures or online seminars, and the role of hands-on clinical experience. In addition, the study examined student attitudes and experiences with the nearly all-digital semester beginning in spring 2020. These findings may help to better understand the impact of digital teaching on students and provide guidance on how to optimize digital medical teaching in the future.

METHODS

A questionnaire with a 5-point Likert scale was developed to assess students' experiences with digital teaching at the onset of the COVID-19 pandemic in a cross-sectional study. The questionnaire was distributed to all medical students at the University of Mainz, Germany, who attended an anesthesiology course with asynchronously recorded lectures replacing traditional on-campus lectures during the pandemic. A total of 766 students in 4 courses met these criteria and received the online questionnaire for anonymous and voluntary response.

RESULTS

A total number of 141 students responded, resulting in a response rate of 18.4%. Almost all students had access to the appropriate technology to participate in digital courses and 80.9% indicated seeing more recorded lectures compared to previous face-to-face lectures on campus. Moreover, 67.4% reported that they paused the asynchronous lectures to look up additional information and 95.7% stated that they appreciated the possibility to view lectures regardless of time and location. Hence, 84.3% said they would prefer digital lectures over face-to-face lectures in the future; however, 28.4% missed the interaction with teachers during lectures. Thus, 94.3% of the students appreciated the online seminars in terms of theoretical knowledge but the majority missed the practical aspects in the courses. Overall, 78.0% responded that the digital availability of material and digital teaching formats helped them to enhance their independent learning abilities.

CONCLUSION

This study highlights several opportunities and challenges associated with digital teaching. The availability of prerecorded lectures at any time and place seems to facilitate access and increases student motivation. It also promotes individualization of student learning. Main disadvantages are the lack of communication with teachers and other students as well as the missing opportunity to reinforce the theoretical knowledge through application in practical courses, which, however, are essential for medical education. Therefore, a possible solution in the future could be the introduction of the "inverted classroom" concept, as it focuses on application and deepening of clinical skills in interactive classes, while the theoretical knowledge acquisition is taught in a digital teaching environment. The present study proposes the introduction of blended learning concepts to enhance the benefits of digital teaching while minimizing the identified disadvantages.

Developing and evaluating an educational web-based tool for health professions education: the Flipped Classroom Navigator

BACKGROUND

Flipped classroom pedagogy is a blended learning approach applied in undergraduate health professions education. However, teachers and students may require training to effectively engage in flipped classroom pedagogy. Thus, this study aimed to design, develop, and evaluate a web-based tool for fostering flipped classroom pedagogy in undergraduate health professions education.

METHODS

This is an educational design-based research with a descriptive evaluation component which was conducted in two steps: (i) design & development and (ii) evaluation of an educational website. An expert panel was formed to evaluate the website by using a website evaluation questionnaire (WEQ). Descriptive statistics were employed to calculate the experts' agreement level.

RESULTS

An innovative website design was used to provide access to a range of digital devices. The development process occurred concurrently in two steps: (i) website development and (ii) learning content development. The educational website was branded as the Flipped Classroom Navigator (FCN). Based on WEQ scores, the FCN obtained a good level of agreement (≥ 80%) for its' ease of use, hyperlinks, structure, relevance, comprehension, completeness, and layout.

CONCLUSIONS

The FCN is an effective method for providing training to promote flipped classroom pedagogy in health professions education. The FCN achieved good evaluation scores and comments from experts. However, it is also necessary to obtain acceptance from the end-users, which could be the focus of future research. Nonetheless, the expert panel pinpointed areas for further development before introducing the FCN to end-users.

Advancing nursing in Italy through the development and evaluation of an innovative postgraduate programme in Family and Community Nursing - A pilot study

INTRODUCTION

Due to the impact on the public health systems of the ageing and the increasing frailty of the population, the European Union and the World Health Organisation have emphasised how family and community nurses (FCNs) could play an important role in supporting the ageing process through prevention, promotion, and protection in the territory.

METHODS

This study describes the first experience in Italy of a one-year postgraduate blended-learning master course divided into 5 modules for FCNs piloted as part of the EuropeaN curriculum for fAmily aNd Community nursE (ENhANCE) 2018-2020 project, funded by the European Commission. The 5 modules focused on: Epidemiology and Prevention (14 ECTS); Fundamentals of care (19 ECTS); Organisational Models and Priority Health Problems (12 ECTS); Communication Models and Continuity of Care (5 ECTS); and Nursing Research (10 ECTS). Participants included a total of 45 students and 23 lecturers and a team of clinical tutors.

RESULTS

The Italian pilot course for the FCNs proved to be a successful example of innovative teaching methods using blended didactic methods, which enabled participants to achieve high-standard learning outcomes and competencies in the field of family and community nursing.

CONCLUSIONS

The pilot course is well suited to preparing competent family and community nurses to meet the growing healthcare needs of the population. Therefore, we have planned to replicate this course to increase the workforce of family and community nurses, who through their healthcare services aimed at prevention, promotion and protection, will ensure high quality services to the public and consequently relieve the burden on acute hospitals.

Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT

We are experiencing a transitional period in education: from the traditional, face to face teaching model to new teaching and learning models that apply modern pedagogical approaches, utilize technological achievements and respond to current social needs. For a number of reasons including the recent pandemic covid-19 situation, technology enhanced distance learning, seems to gain ground against traditional face to face teaching and in fact, in a sharp way. Acknowledging that changes in education need time, research and careful steps in order to be successfully applied and established at large scale, in this paper we attempt to compare face to face ("traditional") teacher training with teacher training through a blended learning approach/ model. The latest combines characteristics of both face to face and distance learning models. The case study is based on a large-scale in-service teacher training initiative which has been taking place in Greece for over a decade to train teachers in the utilization and application of digital technologies in the teaching practice (i.e. B-Level ICT Teacher Training). The B-Level ICT Teacher Training was initially based exclusively on face to face teaching but it was later adapted to a specially designed blended learning model which combined both face to face and synchronous distance sessions, accompanied by asynchronous activities and supported by specific e-learning platforms and tools. The comparison refers to the effectiveness of the two models/ approaches, as it derives from teacher trainees' performance, especially in the framework of the certification procedure that takes place through nationwide, independent exams that follow the training and assesses the relevant knowledge and skills acquired. Research findings point out better performances of a small or marginal scale for the teachers of various specialties who participated in blended learning teacher training programs compared to those who participated in traditional teacher training programs. Actually, it is shown that blended learning model trainees i) feel more comfortable to participate in the exams for the certification of knowledge and skills acquired, ii) have some better success rate and iii) get a bit higher grades in these exams. Thus, it can be argued that learning outcomes of the blended learning application in this teacher training initiative, overstep those of the "traditional" model in a small scale and with some slight differentiations among teacher specialties.

[Emergency Ultrasound Training for and with Medical Students]

Emergency Ultrasound Training for and with Medical Students Abstract. Practical basic skills in sonography are a mandatory part of Swiss medical schools since 2018. The universities of Basel and Bern teach students the content of the POCUS component "Basic Emergency Sonography" of the SGUM and have developed the e-learning tool "POCUS Emergency Sonography" for this purpose in cooperation. By using this innovative blend- ed learning concept, students acquire basic skills in sonography and can build upon this know-how in their further education.

Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review

Background

In recent years, technological advancement has enabled the use of blended learning approaches, including flipped classrooms. Flipped classrooms promote higher-order knowledge application – a key component of nursing education. This systematic review aims to evaluate the empirical evidence and refereed literature pertaining to the development, application and effectiveness of flipped classrooms in reference to undergraduate nursing education.

Methods

A PRISMA systematic review protocol was implemented to investigate the literature pertaining to the development, implementation and effectiveness of flipped classroom pedagogy in undergraduate nursing education. Seven databases (Scopus, PsycINFO, CINAHL, ERIC, MEDLINE, Cochrane, Web of Science) were utilised to survey the salient literature. Articles were appraised with respect to their level of evidence, the origin of study, study design, the aims/s of the study, and the key outcomes of the study. A qualitative synthesis was then conducted to summarise the study findings.

Results

The initial search identified 1263 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 27 articles were considered for the final review, most of which were conducted in the USA and South Korea. A range of research designs were applied to measure or discuss the outcomes and design features of the flipped classroom pedagogy when applied to undergraduate nursing education. The review indicated that a common operational flipped classroom model involves three key components, namely pre-classroom activities, in-classroom activities and post-classroom activities, guided by two instructional system design principles. The review predominantly identified positive learning outcomes among undergraduate nursing students, after experiencing the flipped classroom, in terms of skills, knowledge and attitudes. However, a few studies reported contrasting findings, possibly due to the incompatibility of the flipped classroom pedagogy with the traditional learning culture.

Conclusions

Current evidence in this systematic review suggests that incorporating the flipped classroom pedagogy could yield positive educational outcomes in undergraduate nursing education. There are promising pedagogical models available for adapting or developing the flipped classroom pedagogy in undergraduate nursing education.

Adaptations in Anatomy Education during COVID-19

BACKGROUND

The impact of coronavirus disease 2019 (COVID-19) has profoundly affected education, with most universities changing face-to-face classes to online formats. To adapt to the COVID-19 pandemic situation, we adopted a blended learning approach to anatomy instruction that included online lectures, pre-recorded laboratory dissection videos, and 3D anatomy applications, with condensed offline cadaver dissection.

METHODS

We aimed to examine the learning outcomes of a newly adopted anatomy educational approach by 1) comparing academic achievement between the blended learning group (the 2020 class, 108 students) and the traditional classroom learning group (the 2019 class, 104 students), and 2) an online questionnaire survey on student preference on the learning method and reasons of preference.

RESULTS

The average anatomy examination scores of the 2020 class, who took online lectures and blended dissection laboratories, were significantly higher than those of the 2019 class, who participated in an offline lecture and dissection laboratories. The questionnaire survey revealed that students preferred online lectures over traditional large group lecture-based teaching because it allowed them to acquire increased self-study time, study according to their individual learning styles, and repeatedly review lecture videos.

CONCLUSION

This study suggests that a blended learning approach is an effective method for anatomy learning, and the advantage may result from increased self-directed study through online learning.

[Blended Learning With Virtual Pediatric Emergency Patients for Medical Students]

Blended Learning With Virtual Pediatric Emergency Patients for Medical Students Abstract. Treating critically ill children is a major challenge for learners. Medical Students often feel inadequately prepared for their later role as physicians. This article describes the implementation and evaluation of blended learning using virtual patients (VP) during the student rotation at the pediatric emergency department Inselspital Bern. Students rated the project as highly beneficial and recommended its integration into the entire clinical curriculum.

Neonatal Resuscitation: A Blended Learning Curriculum for Medical and Physician Assistant Students

INTRODUCTION

Demonstration of competence in neonatal resuscitation is critical for health care providers who provide newborn care because each year, approximately 400,000 (10%) newborns require resuscitation in delivery rooms across the United States. Therefore, neonatal resuscitation skills certification is provided to graduates entering specific specialties at the beginning of residency and renewed biennially through the American Academy of Pediatrics and the American Heart Association. However, there is no formal curriculum to prepare medical (MD) and physician assistant (PA) students prior to graduation.

METHODS

We developed a neonatal resuscitation curriculum for MD and PA students using a blended learning approach. The curriculum included web-based interactive teaching modules, a demonstration video of a mock neonatal resuscitation, and a neonatal resuscitation simulation. Final-year MD and PA students were evaluated using pre-/posttest, a neonatal resuscitation checklist, and an optional survey on interprofessional communication skills, roles, and responsibility.

RESULTS

Eighteen health professions learners completed the neonatal resuscitation curriculum. A paired-samples t test was conducted to compare pretest and posttest scores. There was a significant difference in pretest (M = 61.4, SD = 15.3) and posttest (M = 78.6, SD = 8.0) scores, t(17) = -4.7, p < .001. The mean score on the checklist was 79%. Learners strongly agreed/agreed that the simulation improved skills performance (100%), communication skills (92%), and understanding of roles and responsibilities (83%) during a neonatal resuscitation.

DISCUSSION

There were improvements in knowledge, procedural, and interprofessional skills in learners who received the neonatal resuscitation curriculum.

Blended learning: ten tips on how to implement it into a curriculum in healthcare education

Blended learning is a meaningful combination of online and face-to-face teaching and learning. In this article we summarize relevant aspects of this format and provide ten tips for educators and curriculum developers on implementing a blended learning curriculum in healthcare education. These general tips are derived from our experience and the available literature and cover the planning and implementation process.

[Introduction of an Ultrasound Course Based on Peer-Tutoring - An Update on the Blended Learning Basic Course Sonography]

Introduction of an Ultrasound Course Based on Peer-Tutoring - An Update on the Blended Learning Basic Course Sonography Abstract. Following the introduction of the new Swiss learning objectives catalogue 'PROFILES', the ability to carry out simple ultrasound examinations has become mandatory for undergraduates. Thanks to a collaboration between the Bern Institute of Primary Health Care and the 'Young Sonographers' SGUM section, the SGUM's classic-format basic abdomen teaching module has been changed into a 'blended learning' teaching format with 'peer tutoring'. It is particularly intended for students and junior doctors. Since the beginning of 2019, local 'Young Sonographers' subsections have gradually introduced the basic ultrasound course for students at four different Swiss universities. This article describes the implementation of the 'Blended Learning Basic Sonography Course' in Switzerland and the current student peer tutor activity at Swiss universities. We discuss the project's successes and current challenges, the Young Sonographers section, and look into the future of ultrasound training in Switzerland.

The Next Generation: How medical students use new Social Media to support their learning

This article was migrated. The article was marked as recommended. Background The rise of social media [SoMe] has changed medical education practice, possibly facilitating learning through conversational interaction, social feedback and relationships. Usage of newer SoMe tools like Instagram and Snapchat has not been scrutinised.This study aimed to understand how medical students may use newer SoMe tools, specifically Twitter, Instagram & Snapchat, in their learning, in the context of a parallel SoMe course. Methods An optional, parallel SoMe course was established at Newcastle University Medical School. 301 fourth-year medical students were invited to engage using Twitter, Snapchat and Instagram. Evaluation adopted a mixed methods approach, gathering SoMe analytics and survey data as well as qualitative, free-text responses from a questionnaire and focus-group discussion. Results Live-tweeting lectures featured 95 facilitator tweets, with five replies by students. 22 Instagram posts received no student responses, and three Snapchat stories were viewed 15,312 times, with 212 screenshots taken. Of questionnaire respondents, 75% [n=66] stated they engaged with content. Framework analysis of free-text responses and focus group discussion identified peer influence, fear of exposure, cognitive load and curiosity as drivers in new SoMe use. Discussion Medical students may engage with new SoMe for learning. This may manifest as yet another unilateral learning resource, rather than a tool for discussion or debate. Educators should be aware of external influences, such as peer influence, before assuming student interaction. Further research into medical student use of newer SoMe platforms is warranted, given their popularity, rapidly evolving nature and short lifespan.

Pediatric communication training: A project report on an innovative approach and its effects on student acceptance

AIM AND BACKGROUND

To elucidate the effects on the results of student evaluation after the revision of pediatric communication training. Students repeatedly rated communication training as moderate, and indicated an insufficient level of preparedness with regard to the medical background of the cases used. Also, tutoring was often perceived as unbalanced between medical and communicative issues associated with the tutor's profession-who was either a resident or a psychologist. In addition, peer role-play was frequently criticized for being used in a case featuring cultural and language barriers.

METHODS

Communication training was extensively remodeled. A blended learning concept was introduced with virtual patients in preparation for case-specific medical content, peer role-play was combined with standardized parents, and team teaching by residents and psychologists was introduced to strike a balance in discussions between medical and communicative matters. During the following term, the faculty's standardized evaluation was used to elicit overall rating and particular curricular changes of the communication training; overall ratings were compared to earlier evaluation results. In addition, teaching analysis polls (TAP) were conducted to obtain direct feedback from students about their perceptions of the remodeled training.

RESULTS

The overall rating of the communication training did not improve after course revision. Items on specific changes implemented in the training received only moderate ratings. In contrast, direct feedback through TAP revealed significant learning effects perceived through the blended approach, peer role-play and standardized parents, and team teaching. However, students made requests to shorten the training duration and expressed controversial opinions on the use of peer role-play and standardized parents.

CONCLUSIONS

Despite large efforts to improve teaching, evaluation results do not necessarily meet educators' expectations. If evaluations are more likely to measure acceptance alone among students, improvements in teaching might not be fully communicated to medical educators.

[SGUM/SSUM Course System. A Joint Basic Course with Students and Universities - an Opportunity as a Continuation of an Eventful History]

SGUM/SSUM Course System. A Joint Basic Course with Students and Universities - an Opportunity as a Continuation of an Eventful History Abstract. In the ultrasound course, the basic course Sonography Blended Learning is starting an interesting and promising cooperation between universities, students and the SGUM/SSUM. It is hoped that we will seize this opportunity. We are well on the way to it.

[Blended Learning Basic Course Sonography - A SGUM Accredited Ultrasound Course Based on Peer-Tutoring]

Blended Learning Basic Course Sonography - A SGUM Accredited Ultrasound Course Based on Peer-Tutoring Abstract. In various countries, students organize themselves to teach each other practical sonography skills through peer tutoring. A joint project of the Swiss universities and the SGUM is actively supporting this movement. In an e-learning course with a basic part and twelve organ-specific lessons, the anatomy and the standards of practical examination are demonstrated with videos. For each lesson, the students complete practical training sessions with a peer tutor and document these in a logbook. Students will be accredited to the SGUM Abdomen Sonography Basic Course after passing the practical final exam. This article describes some strategic and didactic considerations about this innovative project as well as the current state of implementation.

Consequences of Switching to Blended Learning: The Grenoble Medical School Key Elements

INTRODUCTION

In 2006, the Grenoble-Alpes University Medical School decided to switch the learning paradigm of the first year to a blended learning model based on a flipped classroom with a continuous dual assessment system providing personal follow-up. We report a descriptive analysis of two pedagogical models.

METHODS

The innovative blended learning model is divided into 5 week-sequences of learning, starting with a series of knowledge capsules, following with Interactive On Line Questions, Interactive On Site Training and an Explanation Meeting. The fourth and final steps are the dual assessment system that prepares for the final contest and the personal weekly follow-up. The data were extracted from the information systems over 17 years, during which the same learning model was applied.

RESULTS

With the same student workload, the hourly knowledge/skills ratio decreased to approximately 50% with the blended learning model. The teachers' workload increased significantly in the first year (+70%), and then decreased each year (reaching -20%). Furthermore, the type of education has also changed for the teacher, from an initial hourly knowledge/skill ratio of 3, to a ratio of 1/3 with the new model after a few years. The institution also needed to resize the classroom from a large amphitheatre to small interactive learning spaces.

DISCUSSION

There is a significant initial effort required to establish this model both for the teachers and for the institution, which have different needs and costs However, the satisfaction rates and the demand for extension to the other curriculums from medics and paramedics learners indicate that this model provides the enhanced learning paradigm of the future.

Lessons learnt from implementing blended 'integrated' learning into an undergraduate medical curriculum

This article was migrated. The article was marked as recommended. Method:This study utilized a mixed-method design involving a cross-sectional survey (n=111, response rate=61%) to compare Year 2 medical student perceptions of content delivered by a Blended Integrated Learning (BIL) approach versus a traditional didactic teaching (TT) approach, plus 2 focus groups to explore learner perceptions of the BIL approach and brainstorm improvements. Results: Most medical students preferred the BIL approach over TT with respect to 'practically applying basic sciences to a patient case' and 'knowledge retention in the subject' (53% versus 30%, and 51% versus 35%, respectively). However, most medical students preferred TT with respect to 'level of interaction with other students and lecturers while reviewing teaching materials' (78% versus 11%), 'overall enjoyment of learning' (54% versus 32%), and 'understanding the lecture content faster' (49% versus 39%). Focus groups identified what did and did not work with the BIL approach and brain-stormed specific improvement strategies. Conclusions: Students preferred BIL over TT for knowledge retention and integrating basic sciences into common clinical cases, but found BIL less preferable for aspects related to learning engagement. However, focus groups identified a variety of strategies to promote student engagement in BIL by improving online content, delivery processes and further innovative use of technology.

Let's Take it to the Clouds: The Potential of Educational Innovations, Including Blended Learning, for Capacity Building in Developing Countries

In modern decentralised health systems, district and local managers are increasingly responsible for financing, managing, and delivering healthcare. However, their lack of adequate skills and competencies are a critical barrier to improved performance of health systems. Given the financial and human resource, constraints of relying on traditional face-to-face training to upskill a large and dispersed number of health managers, governments, and donors must look to exploit advances in the education sector. In recent years, education providers around the world have been experimenting with blended learning; that is, amalgamating traditional face-to-face education with web-based learning to reduce costs and enrol larger numbers of students. Access to improved information and communication technology (ICT) has been the major catalyst for such pedagogical innovations. We argue that with many developing countries already improving their ICT systems, the question is not whether but how to employ technology to facilitate the continuous professional development of district and local health managers in decentralised settings.

Designing and Evaluating a Scientific Training Program and Virtual Learning Materials

The University of Hawaii's John A. Burns School of Medicine developed a professional development program and virtual learning materials to assist high school science teachers become familiar with laboratory techniques prior to engaging in authentic molecular biology research. The purpose of this paper is to provide an evaluative overview of the program with emphasis on the virtual materials that were designed to employ a blended learning approach to augment offline classroom learning. The virtual learning materials provide a unique sphere for scientific learning in which skills can be reproduced in an offline environment. Twelve high school science teachers participated in the training program and were given full access to the online materials. After participation in the program, teachers filled out a final survey and completed a final written reflective statement as a form of evaluating the program and online materials. Thematic analysis was used to code participants' responses. Results showed that teachers recounted meeting the scientists as a valuable experience, teachers were grateful to learn real-world application of current research, and teachers described the importance of learning skills to prepare students to succeed in higher education. Additionally, results showed teacher's intent to use the virtual learning materials as homework tools and in classroom lessons.

Designing Online Resources in Preparation for Authentic Laboratory Experiences

Professional development for science teachers can be benefited through active learning in science laboratories. However, how online training materials can be used to complement traditional laboratory training is less understood. This paper explores the design of online training modules to teach molecular biology and user perception of those modules that were part of an intensive molecular biology "boot camp" targeting high school biology teachers in the State of Hawaii. The John A. Burns School of Medicine at the University of Hawaii had an opportunity to design and develop professional development that prepares science teachers with an introduction of skills, techniques, and applications for their students to conduct medical research in a laboratory setting. A group of 29 experienced teachers shared their opinions of the online materials and reported on how they used the online materials in their learning process or teaching.

Designing and Developing Open Education Resources in Higher Education: A Molecular Biology Project

Recent advances in internet technology have transformed how we gather and share information in today's world and have provided us with a platform to access educational resources and related information on the Internet. Every day, new technologies are developed that are changing the when and where we access that information. The capabilities of new technologies have allowed society to access information and learn virtually anywhere. As technical ingenuity continues to generate new technologies and paths of communication, we must look for opportunities to collaborate, share and extend our educational resources in higher education. Distributing Open Educational Resources (OER) in the form of freely licensed materials is necessary in order to laterally influence current advances in learning technologies. Online resources are being used in a variety of contexts to supplement instruction and training at higher education institutions. The aim of this Open Educational Resource project was to design and develop a blended learning instructional program to assist online users in developing familiarity with laboratory techniques prior to conducting molecular biology research in an authentic laboratory setting. This paper will look at the background of OER, describe the online materials that the Center for Cardiovascular Research (CCR) developed for open use, and discuss the outcomes and implications for use.

The study of effectiveness of blended learning approach for medical training courses

BACKGROUND

Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach.

METHODS

This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire.

RESULTS

There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach.

CONCLUSION

Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.

Acceptance of medical training cases as supplement to lectures

Introduction: Medical training cases (virtual patients) are in widespread use for student education. Most publications report about development and experiences in one course with training cases. In this paper we compare the acceptance of different training case courses with different usages deployed as supplement to lectures of the medical faculty of Wuerzburg university during a period of three semesters.

Methods: The training cases were developed with the authoring tool CaseTrain and are available for students via the Moodle-based eLearning platform WueCampus at Wuerzburg university. Various data about usage and acceptance is automatically collected.

Results: From WS (winter semester) 08/09 till WS 09/10 19 courses with about 200 cases were available. In each semester, about 550 different medical students from Würzburg and 50 students from other universities processed about 12000 training cases and filled in about 2000 evaluation forms. In different courses, the usage varied between less than 50 and more than 5000 processed cases.

Discussion: Although students demand training cases as supplement to all lectures, the data show that the usage does not primarily depend on the quality of the available training cases. Instead, the training cases of nearly all case collections were processed extremely often shortly before the examination. It shows that the degree of usage depends primarily on the perceived relevance of the training cases for the examination.