Blended Learning: Reflections on Teaching Experiences across the Pharmacy Education Continuum

Abstract

Abstract:Experiences with online learning in higher education have grown due to advancements in technology, technological savviness of students, changes in student expectations, and evolution of teaching approaches in higher education. Blended learning, the thoughtful fusion of face-to-face instruction with online learning, can enhance student learning and provide rewarding teaching experiences for faculty members. Pharmacy educators are beginning to employ blended learning across the continuum of professional education from entry-to-practice programs to continuing professional education programs. The objectives of this paper are to describe our early experiences with blended learning and how it has enhanced our teaching experiences. Possibilities for blended learning are considered as new curricula for pharmacy programs are developed at our institution.

Interviews with Global Pharmacists and Healthcare Professionals in Great Britain to Establish Personal Experiences around Professional Development Activity

“…Blended learning supports the ability to have some face-to-face learning, along with some self-directed study. There are challenges when introducing blended learning, as complex planning, time, and resources are required, but there are multiple opportunities with this approach [ 39 ]. A study from pharmacists in the Middle East showed that whilst pharmacists appreciated the ability of online learning to be flexible, the challenges they faced included technology, time management, and learner isolation [ 40 ].…”

Blended learning for reinforcing dental pharmacology in the clinical years: A qualitative analysis

“…[2] To overcome these issues, educational researchers have come up with an amalgamation of the traditional and modern teaching methodologies which led to the concept of blended learning. [256] Blended learning has been used widely in many medical and dental subjects. [78] Literature review by Rowe suggested that blended learning has a potential to improve clinical competencies among health-care students and they find it intellectually stimulating.…”

Reflective Practice: Co-Creating Reflective Activities for Pharmacy Students

“…Educational outcomes for the PharmD program include reflective practice and metacognitive skills, that is, the ability to reflect on knowledge, skills, and beliefs that could influence self-development and professional performance [30]. Reflection on teaching approaches (see Schindel et al [31]) and reflection on learning (see Nagy et al [32]) are both important. Students are introduced to the theoretical foundations of reflection in year 1 of the program and are required to complete a variety of reflective activities, such as written reflections and group discussions, in conjunction with in-class courses, practice skills laboratories, and experiential education placements.…”