Blended Learning in Healthcare Education

Abstract

Blended learning is an approach to learning that combines face-to-face instruction with e-learning experiences. It draws on the advantages of each approach while seeking to mitigate their recognised disadvantages. The Master in Oncoplastic Breast Surgery programme at UEA is aimed at advanced surgical trainees working in approved training units in the UK and internationally. It comprises a series of complex cases discussed by the students in an on-line, asynchronous discussion forum moderated by a member of faculty. Students can participate at their convenience despite varied clinical rotas and different time zones. A case-based, flipped learning course for surgical trainees was piloted. Instructional materials for each case were provided. Students joined in an asynchronous, moderated discussion forum. 64 trainees randomised into 2 groups participated. They sat a pre-test Script Concordance Test (SCT). Group A then commenced the on-line course while Group B continued with their usual hospital-based teaching. After 8 weeks, they sat the same SCT. Group B then joined the on-line course along with Group A. After week 16, they sat another SCT. Pre-test scores for both groups were the same (A 6.45; B 6.59 p=0.78). At 8 weeks Group A’s scores had improved significantly (7.96 p<0.001) while Group B’s remained unchanged (6.54). At 16 weeks the scores had equalised (A 7.13; B 7.18). The trainees self-rating of confidence in managing 8 common surgical emergencies followed a similar pattern. Our experience suggests that on-line learning that is highly interactive can add value to the usual postgraduate clinical training. We are exploring its utility in other settings such as training nurse associates, and in breast care nursing in the UK and developing countries. We have introduced 3600 filming and virtual reality in teaching practical skills and providing induction training for complex clinical environments.

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

“…When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency (33)(34)(35). A potential pitfall of blended learning is the isolated nature of e-learning if the student interacts on an individual basis with the computer and not with a peer group, which can be overcome in part by online engagement through webinars and discussion boards (36). Moreover, the amount of work for the developers of the courses was much more than expected in the beginning and quite a big difference may exist in applying the concepts as proposed by different persons teaching the same course (36).…”

“…A potential pitfall of blended learning is the isolated nature of e-learning if the student interacts on an individual basis with the computer and not with a peer group, which can be overcome in part by online engagement through webinars and discussion boards (36). Moreover, the amount of work for the developers of the courses was much more than expected in the beginning and quite a big difference may exist in applying the concepts as proposed by different persons teaching the same course (36). Students may not be used to the new educational concepts and the success of a blended learning heavily relies on self-study phase of the students (37).…”

“…This observation might probably be associated with an overloaded and exhausting curriculum and time table, and the norm of transmitting knowledge and skills by teachers in Asian education culture (38). However, the online component is constantly being enhanced as new media technologies become available (36). The spread of blended learning during the COVID-19 pandemic has forced its widespread adoption and demonstrated its benefits to a large constituency (36).…”

“…However, the online component is constantly being enhanced as new media technologies become available (36). The spread of blended learning during the COVID-19 pandemic has forced its widespread adoption and demonstrated its benefits to a large constituency (36). It is likely that it will remain a mainstay of healthcare education in the future (36).…”

“…The spread of blended learning during the COVID-19 pandemic has forced its widespread adoption and demonstrated its benefits to a large constituency (36). It is likely that it will remain a mainstay of healthcare education in the future (36). Clinical educators and instructional designers are encouraged to creatively cultivate curiosity into the blended learning approach by applying multiple strategies (39,40).…”