2012
DOI: 10.1002/bmb.20618
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Blended learning in biochemistry education: Analysis of medical students' perceptions

Abstract: The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, … Show more

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Cited by 16 publications
(13 citation statements)
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“…Preclinical application of FC elements was concentrated on the basic sciences (Table 2), such as biochemistry11,12 and the anatomical sciences 1315. The incorporation of FC pedagogy in medical anatomy classes has been suggested to be driven, at least in part, by markedly reduced curricular time afforded to the teaching of the subject 15.…”
Section: Resultsmentioning
confidence: 99%
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“…Preclinical application of FC elements was concentrated on the basic sciences (Table 2), such as biochemistry11,12 and the anatomical sciences 1315. The incorporation of FC pedagogy in medical anatomy classes has been suggested to be driven, at least in part, by markedly reduced curricular time afforded to the teaching of the subject 15.…”
Section: Resultsmentioning
confidence: 99%
“…14,19,25,27 Other resources frequently provided to medical students included audio-based resources (eg, podcasts),15,30,35 e-learning tools,13,24,32 and educational games 31,33. Finally, text-based resources (eg, e-books and research articles) were typically provided as supplemental (ie, additional reading) preparatory resources 12,13,17,26,34. In a case where multiple resources were provided for pre-class preparation, students reported accessing video-based resources more frequently than other tools 17.…”
Section: Resultsmentioning
confidence: 99%
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