HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
Blended learning in clinical education
1. blended learning
in clinical education
michael rowe
department of physiotherapy
university of the western cape
2. background: blended learning
a 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 reflection
blended 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: reflection
reflection 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 context
aim: how have others used blended learning in clinical
education?
method: systematic literature review
outcomes:
- few well designed studies evaluating blended learning
- some studies demonstrate positive clinical outcomes
Rowe, 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 context
aim: what are students' experiences and perceptions of
emerging technology in learning?
method: survey of students
outcomes:
- students use technology, but don't 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 intervention
aim: how can we use wikis effectively for
collaborative content creation?
method: wiki-based assignment and survey
outcomes:
- 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)
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10. 3(b) pilot intervention
aim: how can we use a social network for reflection in
clinical education?
method: reflective blogging around clinical experiences
outcomes:
- students need significant facilitation
- social networks provide useful platforms
Rowe, 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
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13. 4 intervention design
aim: how will we integrate technology into teaching in
order to develop personal & professional attributes?
method: delphi study with 3 different panels
outcomes:
- 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)
14. 5 explore theoretical perspectives
aim: what theories of learning and instructional
frameworks are appropriate?
method: review of relevant theory
outcomes:
- socio-cultural theories fit clinical education
- instructional frameworks are rarely used
- authentic learning tasks model the clinical context
Rowe, M., Bozalek, V. & Frantz, J. A theoretical approach to technology-mediated teaching and
learning in medical education. Medical Education (submitted and under review)
15. 6 implementation
classroom context:
- case-based learning in small groups
- collaborative content development with facilitation
- online environment for support
clinical context:
- integrated with classroom context
- emphasis on solving problems, not knowing facts
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24. 7 evaluation
aim: how are we evaluating and adapting the module?
method: developmental evaluation & focus groups
outcomes:
- 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
25. conclusions
this approach is resource intensive (time, energy,
facilitators)
technology is good for moving content out of the
classroom
case-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
26. moving forward
introduce 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