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

Hege, Inga; Tolks, Daniel; Adler, Martin W.; Härtl, Anja

doi:10.3205/zma001338

Cited by 14 publications

(5 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[ 3 ] Incorporating a blended learning approach (aligned combination of the online and face-to-face T-L method) in psychiatry teaching can be a helpful step; it would also overcome the shortcomings of the traditional T-L approach. [ 53 54 ] Similarly, immersive psychiatric training through digital simulation methods can strengthen the training, such as learning interview techniques and communication competencies in a safe, controlled milieu. [ 12 ] Online courses provide just-in-time learning that students can refer to as and when required to master a particular skill, which can also be customized (interactive or didactic).…”

Section: Discussionmentioning

confidence: 99%

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

Gupta

Menon

2022

Indian Journal of Psychiatry

View full text Add to dashboard Cite

Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students. However, the ongoing COVID-19 pandemic has spawned several challenges implementing the CBME. Therefore, there is a need to reflect on using novel teaching and assessment methods to enrich medical and psychiatric training. In this paper, we aimed to study global trends and characteristics of competency-based psychiatry training programs and how these experiences can be utilized to overcome challenges and facilitate the implementation of CBME in Psychiatry in the Indian context. A literature search was conducted using PubMed and Google Scholar databases. The findings are presented narratively. Psychiatry training for medical students greatly vary across the globe. High-income countries mainly have implemented CBME and have incorporated psychiatry training during the foundation/pre-clerkship period itself. There is more reliance on skill development and flexible and learning-based training vs. time-based training. Various enrichment activities have been incorporated into the medical curriculum to promote and strengthen psychiatry training for medical students, particularly in developed nations, which have yielded positive results. Although the COVID-19 pandemic has adversely affected the medical student’s training, it has reiterated the significance of skill-based education and opened novel avenues for implementing the CBME.Medical educationists need to adapt themselves to provide CBME to the students. Making structural, curricular changes, orienting teachers, and students about the CBME, mentoring teachers, adopting novel training and assessment methods, utilizing enrichment activities, collaborating with educational institutions and technology providers, periodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. In addition, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.eriodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. Additionally, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.

show abstract

Section: Discussionmentioning

confidence: 99%

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

Gupta

Menon

2022

Indian Journal of Psychiatry

View full text Add to dashboard Cite

show abstract

“…The process of developing engaging learning settings and experiences for students is known as course design (Hege et al, 2020). Curriculum designers use a variety of instructional aids, techniques, skills, and activities at this stage.…”

Section: Course Designmentioning

confidence: 99%

English Needs for Medical Students: Implications For English Course Design

2024

HEOS

View full text Add to dashboard Cite

The purpose of this paper is to review theories and related studies that informed the formulation of the framework for the experiment. This review first takes a broad look at ESP and its use in English classrooms. It then discusses the needs of medical students in language learning. After that, it explains the perceptions of the instructors and learners, the challenges of ESP classrooms, and various approaches to ESP teaching and learning. It then discusses the importance of ESP course design for medical students. The review further ventures into language learning in the China education context and discusses the interactions in Chinese ESL classrooms by giving special attention to communicative skills for medical students' career development. Finally, it concludes by highlighting the studies done on the use of the ESP approach in universities and colleges by emphasizing the gap.

show abstract

“…The customized orientation program was developed in collaboration with the college to provide a comprehensive perioperative nursing course using a blended learning model. Blended learning can best be described as online education paired with face-to-face instruction (Hege et al, 2020). From 2018 to 2019, three cohorts participated in the program.…”

Section: Interventionmentioning

confidence: 99%

Orientation to the Operating Room

Olson

Johnson

2023

J Nurses Prof Dev

View full text Add to dashboard Cite

A hospital system and a local college formed a partnership to create a customized orientation program for novice operating room nurses. Perioperative online modules, hands-on skills laboratories facilitated by qualified faculty, and clinical time with a preceptor were the foundations of the program. Outcomes included cost savings of 1.5 million dollars, increased nurse retention rates, and improved examination scores. Nursing professional development practitioners can utilize this model for operating room orientation best practice.

show abstract

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

Cited by 14 publications

References 12 publications

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

English Needs for Medical Students: Implications For English Course Design

Orientation to the Operating Room

Contact Info

Product

Resources

About