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Blended learning in clinical education
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Blended learning in clinical education


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This is the presentation I gave as a progress report on my PhD, at the UWC "Innovations in Teaching and Learning" colloquium.

This is the presentation I gave as a progress report on my PhD, at the UWC "Innovations in Teaching and Learning" colloquium.

Published in: Education, Technology
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  • Hi Mike. Thanks for the comment. I've had difficulty using wikis on two occasions where I wanted the students to collaboratively develop content. I wrote a paper on the first attempt, which has been accepted for publication, and which describes in detail the many challenges we experienced. The second time we just switched to using Google Docs, which isn't without it's own challenges. Let me know if you want to chat about this further (@michael_rowe on Twitter and on Google+)
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  • Interesting stuff your proposing here, I love it of course. Wanting to use a wiki in my course for a group project but afraid students won't figure out how to use it fast enough. Have you had success?
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  • 1. blended learning in clinical educationmichael rowedepartment of physiotherapyuniversity of the western cape
  • 2. background: blended learninga systematic combination of face-to-face and technology mediated interactions between students, teachers and learning resources (bliuc, goodyear & ellis, 2007)allows for greater flexibility and responsiveness in teaching and learning (lewin, singh, bateman & glover, 2009)
  • 3. background: blended learning (2)true potential is in enhancing communication and promoting reflectionblended learning is highly context dependent, so it cannot be generalised from other domains (harris, connolly & feeney, 2009)the medium is less important than the way in which learning is approached (laurillard; cited in ennew & fernandez-young, 2005)
  • 4. background: reflectionreflection and reasoning both emphasise the connection between action and thinking (aars, 2008)focused reflection is a significant factor in developing clinical practice through clinical reasoning (murphy, 2004)making meaning through reflection is more important than memorising content
  • 5. 1 establish global contextaim: how have others used blended learning in clinical education?method: systematic literature reviewoutcomes: - few well designed studies evaluating blended learning - some studies demonstrate positive clinical outcomesRowe, M., Frantz, J. & Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: A systematic review. Medical Teacher, 34:e216-221
  • 6. 2 establish local contextaim: what are students experiences and perceptions of emerging technology in learning?method: survey of studentsoutcomes: - students use technology, but dont understand it - studying is not part of social - internet access is a concern Rowe, M., Frantz, J. & Bozalek, V. (2012). Physiotherapy students’ use of online technology as part of their learning practices: a case study. South African Journal of Physiotherapy, 68(1): 29-34
  • 7. 3(a) pilot interventionaim: how can we use wikis effectively for collaborative content creation?method: wiki-based assignment and surveyoutcomes: - students are able to collaboratively develop content - groupwork is more of a problem than technology - wikis are difficult to facilitate Rowe, M., Frantz, J. & Bozalek, V. (2012). The use of a wiki to facilitate collaborative learning in a South African physiotherapy department. South African Journal of Physiotherapy (accepted for publication)
  • 8. 3(b) pilot interventionaim: how can we use a social network for reflection in clinical education?method: reflective blogging around clinical experiencesoutcomes: - students need significant facilitation - social networks provide useful platformsRowe, M., Frantz, J. & Bozalek, V. (2012). The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, e1-e7
  • 9. 4 intervention designaim: how will we integrate technology into teaching in order to develop personal & professional attributes?method: delphi study with 3 different panelsoutcomes: - values and attributes are essential for clinical practice - process is more important than product - technology affordances before platforms & services Rowe, M., Frantz, J. & Bozalek, V. Beyond knowledge and skills: The use of a Delphi study to develop innovative teaching practices in a blended learning module. BMC Medical Education (submitted and under review)
  • 10. 5 explore theoretical perspectivesaim: what theories of learning and instructional frameworks are appropriate?method: review of relevant theoryoutcomes: - socio-cultural theories fit clinical education - instructional frameworks are rarely used - authentic learning tasks model the clinical contextRowe, M., Bozalek, V. & Frantz, J. A theoretical approach to technology-mediated teaching and learning in medical education. Medical Education (submitted and under review)
  • 11. 6 implementationclassroom context: - case-based learning in small groups - collaborative content development with facilitation - online environment for supportclinical context: - integrated with classroom context - emphasis on solving problems, not knowing facts
  • 12. 7 evaluationaim: how are we evaluating and adapting the module?method: developmental evaluation & focus groupsoutcomes: - frequent changes based on feedback - students want the certainty of knowing the answer - initially resistant, but moving towards appreciation - acknowledgement of benefits e.g. enhanced reasoning - technology is grudgingly accepted
  • 13. conclusionsthis approach is resource intensive (time, energy, facilitators)technology is good for moving content out of the classroomcase-based learning (i.e. classroom context) must be integrated with practice (i.e. clinical context)students demonstrating enhanced: - clinical reasoning - reflective skills - evidence-based practice
  • 14. moving forwardintroduce teaching approach from 1st year, emphasising: - authentic learning tasks for students - technology integration early and throughout - understanding concepts, not memorising facts - move conceptually between modules - develop modules that are flexible and adaptable - iterate rapidly based on feedback
  • 15. thank you