Addressing current problems in teaching pathology to medical students: blended learning

Maley, Moira; Harvey, Jennet R.; Boer, W. Bastiaan de; Scott, Nathan; Arena, Gina

doi:10.1080/01421590701753575

Cited by 23 publications

(13 citation statements)

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“…The inclusion of thoughtfully designed course components that encourage active participation in the learning process are critical to the success of blended courses. [10][11][12] Blended course design models are effective in teaching pharmacy students in the areas of microbiology, adult acute care medicine, pharmaceutical biotechnology, and cardiovascular pharmacotherapy. [13][14][15][16] In general, these courses were well received by students and instructors reported that the blended, or hybrid, approach was an effective way for students to achieve course objectives.…”

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A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

Edginton

Holbrook

2010

American Journal of Pharmaceutical Education

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Objective. To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-toface problem-solving tutorials. Assessment. A precourse questionnaire to assess students' level of enthusiasm towards the blendedlearning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Conclusion. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.Keywords: pharmacokinetics, blended learning, student questionnaire, interaction, social presence INTRODUCTIONThe integration of face-to-face and online instruction and interaction to design ''blended''courses is a strategy that has found solid acceptance in higher education and corporate training programs over the last decade.1 At the University of Waterloo a blended course is one where welldesigned online activities are integrated with face-to-face interaction. Higher satisfaction levels among faculty members and students, better learning outcomes for students, and increased access and flexibility in the time, pace, and place of learning are all cited as strengths in blended-learning courses as compared to traditional lecture-based courses. 2-6Opportunities for collaborative learning and for studentfaculty interactions are key to the success to blended courses and increase student satisfaction. 7,8 Garrison and Kanuka argue that blended learning has ''transformative potential'' and can support the formation of communities of inquiry.9 Communities of inquiry in blended courses support students' need for cognitive and social presence and rely on a strong teaching presence by the instructor. The inclusion of thoughtfully designed course components that encourage active participation in the learning process are critical to the success of blended courses. [10][11][12] Blended course design models are effective in teaching pharmacy students in the areas of microbiology, adult acute care medicine, pharmaceutical biotechnology, and cardiovascular pharmacotherapy. [13][14][15][16] In general, these...

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A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

Edginton

Holbrook

2010

American Journal of Pharmaceutical Education

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“…14 Interactive lectures takes active involvement of the student with the subject matter to develop understanding that is mostly not achieved in the lecture halls. 15 Several studies have shown that students consider video based demonstrations as an effective learning tool.…”

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Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

Singh

Katyal

Chandra

et al. 2017

Int J Community Med Public Health

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Background: New teaching-learning methods and assessment tools can be used to enhance the learning among the medical students. But their views are important for the faculty members who are holding the decision making posts.Methods: The duration of teaching session was 2 hours 5 minutes using six teaching-learning methods. Out of total 119 students the perception and level of awareness of 96 students were recorded about the six teaching-learning methods and five assessment tools in the pre and post-tests. Descriptive analysis was done. The students paired “t” and ANOVA were used for statistical analysis and “p” value <0.05 was taken as statistically significant.Results: Vertical integration was strongly agreed upon as the best method and among the three traditional teaching methods the case demonstration was the most liked method of teaching by the students and. Among the interactive teaching methods, the case based learning was the most liked method by the students. Out of total five assessment tools the MCQs was the most liked. Similarly, OSCE and DOPS were considered to be better assessment tools as compared to others (P-value significant being <0.05).Conclusions: Vertical integration will be more helpful in real professional life scenario than in passing the exams which should be incorporated in medical curriculum.

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“…Ainda que 16 professores, dos quais 13 médicos patologistas, e haja certa autonomia com relação aos conteúdos a serem abordados, urge definir um core curriculum em Patologia Básica e de Sistemas e qual abordagem didática e pedagógica renderá maior retenção de conteúdo e aprendizado. Experiências como as relatadas por Maley et al 21 mostram que a autonomia, parte das estratégias de estudo autodirigido (SDL), é fundamental ao processo de aprendizado. Contudo, os alunos reconhecem e valorizam claramente a presença de professores comprometidos com a transmissão de conhecimentos, formação e motivação de novos profissionais.…”

Section: Experiência Na Universidade Federal Do Paranáunclassified

O Novo Currículo e o Fim da Patologia

Soares

Athanazio

2016

Rev. bras. educ. med.

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Addressing current problems in teaching pathology to medical students: blended learning

Cited by 23 publications

References 13 publications

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

O Novo Currículo e o Fim da Patologia

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