Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program

Alkhadragy, Rania; ElAraby, Shimaa; Hassan, Nahla; Hefny, Mohamed

doi:10.9734/jesbs/2018/38657

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Meanwhile, similar studies using OCEQ reported students’ satisfaction with the overall learning experience and linked that to staff interaction in course delivery. 24 …”

Section: Discussionmentioning

confidence: 99%

Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Abdelaziz

Mansour

Alkhadragy

et al. 2021

AMEP

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In Egypt, the main challenges to interprofessional education (IPE) implementation are complexity of the required curricular design, the attitudinal barriers between professions, and the needed resources. Action research work was planned and implemented to identify alternative solutions to overcome barriers to IPE in the local Egyptian context. Methods: -An 8-week e-learning elective course was developed, implemented, and evaluated. A mixed group of 30 nursing and medical students was enrolled voluntarily in the course. Female to male ratio was 3:2. Four faculty members were assigned to manage the course. Based on the EMRO-WHO guidelines, ethics content was selected and organized. A closed Facebook group was created and utilized as the e-learning platform. Facilitated largegroup and case-based discussions were the main instructional methods. Scoring of mixed small group assignments was the main assessment tool. Course evaluation was conducted using the Interprofessional Socialization and Valuing Scale (ISVS) and an Online-Course Evaluation Questionnaire (OCEQ). Results: ISVS results revealed that students' perception of ability, comfort and value in working with others, were all positive. The OCEQ provided additional evidence regarding the satisfaction of students with the Facebook group as a learning platform. Assignment submission rate was 90%. Success rate of small group assignments (scores ≥ 60%) was 100%. Response rate to the open online discussions was 63%. Through peer evaluation as well as direct observation of online discussions, there was evidence of distinct contributions by females and by medical students compared to nursing students. Conclusion: As evidenced by the students' perception and performance, our IPE distance learning experience was valuable. Motivation of medical students as well as females was evident. IPE is a challenging process. The elective approach and using DL can offer solutions. Conducting relevant practical sessions as well as sustainability of this IPE e-learning experience remain key challenges.

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“…Meanwhile, similar studies using OCEQ reported students’ satisfaction with the overall learning experience and linked that to staff interaction in course delivery. 24 …”

Section: Discussionmentioning

confidence: 99%

Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Abdelaziz

Mansour

Alkhadragy

et al. 2021

AMEP

Self Cite

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“…The principal idea behind PBL is that the starting point for learning should be a problem that learners need to solve. Students using adult leaning principles work on the problem to identify and search for the knowledge that they need to obtain in order to approach a solution [17]. In medical PBL curricula, problems are traditionally presented with the written description of clinical cases and supporting inquiry materials such as clinical data.…”

Section: Introductionmentioning

confidence: 99%

Development, Implementation and Evaluation of a Smartphone-Based Study Guide for Undergraduate Medical Students

Eltouny

Nasser

Hefny

et al. 2020

AJESS

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Introduction: Most medical educators agreed that e-Learning is a necessity nowadays and not a luxury shift. Smartphones contribute to the educational process to a great extent. Integrating the use of smartphones in the curriculum has an important innovative role in medical education and health care services. Currently, medical students are using smartphones as part of their daily routine and learning activities. A study guide is a tool designed to facilitate students' interaction with the various components of the curriculum. The idea of using a mobile application in providing information through a study guide to facilitate learning was reported by different studies. Aims: This study aims at designing, implementing and evaluating smart-phone based study guide using mobile enhanced learning technology for the 1st year medical students at Faculty of Medicine, Suez Canal University (FOM-SCU) in order to enhance students' learning experience. The Study Objectives: Design a study guide using mobile application for the 1st year medical students. Implement the newly designed study guide on 1st year medical students (2017-2018). Evaluate the students' performance during PBL tutorial sessions before and after implementing Smartphone based study guide. Assess students' satisfaction regarding the study guide application. Identify challenges of using mobile application in medical education. Study Design: A quasi-experimental (pretest-posttest), using a non-probability convenience sampling, 105 students (response rate 84%), and 16 class tutors (response rate 100%). Place and Duration of Study: Department of Medical Education, FOM-SCU, Egypt during the academic year 2017-2018. Methodology: Using a non-probability convenience sampling technique, 105 students (response rate 84%), and 16 class tutors (response rate 100%). Results: Most of the students (94.3%) stated that smartphone (m-learning) is useful in Medical Education, 80.9% of them agreed that the module objectives can be met through m-learning and 61.9% of the students agreed on recommending m-learning as an innovative method of learning to others. The evaluation of students' performance in the context of Problem Based Learning (PBL) by their class tutors showed a statistically significant improvement in all items regarding the four factors assessed "independent study" (p-value <0.001), "group interaction" (p-value <0.001), "active participation" (p-value <0.001), and "reasoning skills" (p-value <0.001) when comparing pre and post-intervention scores. Conclusion: This study concludes the m-learning has a positive effect on the students’ performance in the PBL context. It is remarkably significant to integrate smartphone-based learning activities in the undergraduate Medical Education curriculum. Our results can encourage other health professions institutions to apply m-learning in different educational situations.

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Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program

Cited by 2 publications

References 8 publications

Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Development, Implementation and Evaluation of a Smartphone-Based Study Guide for Undergraduate Medical Students

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