JAOA/AACOM. Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation

Langenau, Erik E.; Lee, Robert; Fults, Marci

doi:10.7556/jaoa.2017.041

Cited by 21 publications

(19 citation statements)

References 27 publications

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“…Blended learning can be useful and effective in teaching clinical skills and medical education [ 1 – 4 ]. This approach is a good platform for linking theory and practice in the teaching-learning process [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

2020

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Background Blended learning is a new approach to improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that might affect students’ intention to use blended learning. Methods In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al. (2012) proposed UTAUT2 as a framework to explain a person’s behavior while using technology. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypotheses. Results The validity and reliability of the model constructs were acceptable. Performance Expectance (PE), Effort Expectance (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM), Price Value (PV) and Habit (HT) had a significant effect on the students’ behavioral intention to use blended learning. Additionally, behavioral intention to use blended learning had a significant effect on the students’ actual use of blended learning (β = 0.645, P ≤ 0.01). Conclusion The study revealed that the proposed framework based on the UTAUT2 had good potential to identify the factors influencing the students’ behavioral intention to use blended learning. Universities can use the results of this study to design and implement successful blended learning courses in medical education.

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Section: Introductionmentioning

confidence: 99%

Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

2020

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“…Blended learning (BL) can be useful and effective in teaching clinical skills and medical education (1)(2)(3)(4). This approach is a good platform for linking theory and practice in the teaching-learning process (5).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Azizi

Roozbahani

Khatony

2020

Preprint

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Background: Blended learning is a new approach toward improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that may influence the behavioral intention to use of blended learning in medical education.Methods: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was UTAUT2. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypothesis.Results: The validity and reliability of the model constructs were acceptable. Performance expectance, effort expectance, social influence, facilitating conditions, hedonic motivation, price value and habit had a significant effect on students’ behavioral intention to use of blended learning. Additionally, Behavioral intention to use of blended learning also had a significant effect on students’ actual usage of blended learning (β=0.645, P≤0.01).Conclusion: The study revealed that the proposed framework based on UTAUT2 has good potential to identify factors influencing students' behavioral intention to using of blended learning. Universities can use the results of this study to design and implementation successful blended learning courses in medical education.

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“…Results further showed that the Virtual Learning Environment (VLE) was found to be user-friendly, with easy access to course content via mobile devices, improved summative scores, greater knowledge and skills score achieved with more students in the BL group receiving a final course grade of honours. (Wiecha, Vanderschmidt & Schilling, 2002;Chur-Hansen, Devitt, Crabb, Palmer & De Young, 2012;Aryal & Pereira, 2014;Langenau, Lee, & Fults, 2017;Alexander, Deas & Lyons, 2018).…”

Section: Literature Review On Mental Health Education Using Technologymentioning

confidence: 99%

Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

Chachar¹,

Siddiqui²,

Saeed³

et al. 2020

Sotls

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There is a significant shortage of qualified psychiatrists and related service providers in Pakistan; this occurs in the backdrop of burgeoning evidence of a high prevalence of mental health disorders in the country. At the Aga Khan University Medical College, Psychiatry has been taught to the undergraduates as a mandatory one-month clinical rotation since 1987. AKU is the only medical college with a formal psychiatry training at the undergraduate level. In 2017, a team of faculty members reassessed the curriculum, teaching methodology and learning outcomes of the psychiatry rotation. As a result, an outcome-based, blended curriculum was devised that integrated virtual and classroom-based learning with patient skills training. The new curriculum has now been in implementation for one year. At the end of the rotation, a questionnaire was administered to determine students’ experience of online learning. WEBLEI was adapted to measure students’ perceptions across four subscales. Data was gathered from learners’ use of the virtual learning system, participation in facilitator-based sessions and the clinical teaching and learning. Students were also asked to compare didactic face-to-face sessions with blended learning. Blended learning scored higher on all measures such as student engagement, critical thinking, student-led learning and alignment of assessment method with learning outcomes. The analysis of this data has informed future directions regarding the design and implementation of a Pakistan-wide mental health program. This study also highlights the challenges of curriculum design and its implications in the broader context of Pakistan. The results add to the existing literature about the experience, challenges and successful outcomes of designing a blended curriculum for Pakistan. Keywords: Blended learning, Integrated curriculum, Mental health, Learning analytics, PakistanHow to cite this article:Chachar, A.S., Siddiqui, S.A., Saeed, H., Naseem, A. & Mian, A.I. 2020. Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan. Scholarship of Teaching and Learning in the South. 4(2): 100-117. https://doi.org/10.36615/sotls.v4i2.111.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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JAOA/AACOM. Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation

Cited by 21 publications

References 27 publications

Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

Factors Affecting the Acceptance of Blended Learning in Medical Education: Application of UTAUT2 Model

Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

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