End of module

Dear  colleagues
Thank you so much for sharing your thoughts and ideas during this module. We all started off with some degree of weariness but we have managed to develop innovative concepts for elearning in our respective teaching environments. I am glad that the literature that I have shared with you on the flipped classroom has helped with your design and development process (Yamin and Beloved). We can continue to chat further even after this assignment to discuss and share information on how our ideas and developments have panned out in the live environment.
Thank you so much Yamin for sharing the literature on ADDIE. Much appreciated.
Good luck to all going forward.
Thank you Lianne for all your guidance and support. This was an excellent learning opportunity to our development as teachers.
Regards
Vanitha

Analysis and Draft Design

I teach intern medical laboratory technologists that have completed their undergraduate biomedical technology qualification at the university. The internship training programme is aimed at developing laboratory skills competence and to adequately prepare interns to perform routine and complex laboratory tests, interpret test results and report on findings which will assist clinicians with transfusion management of their patients. The training programme includes various theoretical / knowledge based modules; however each of the modules has a interpretative practical component where students are given case studies related to the module and they are required to analyze the laboratory test results, describe further laboratory testing that may be required and why, and the impact of the test results on the patient.  The national board examination that the interns write after their internship training programme has recently changed in format. In the past, the examination was largely theory or knowledge based; however recent board examinations have been noted to be more practical orientated; focusing on knowledge application and case study analysis. This requires that the interns be analytical in their learning and thinking and to be able to apply theoretical knowledge.

Case study analysis is proving to be a challenge for many students. Engagement with students during teaching shows that they struggle with analysis and interpretation of case studies. As part of my analysis, I forwarded a questionnaire to the interns to determine how they felt about case study analysis and how they would feel about using e-learning as medium of teaching and learning during their internship training.

·         Responses indicate that the majority off the students have challenges with case study analysis.

·         Reasons for challenges are as follows:

o   They are straight out of university and lack laboratory experience

o   Too much teaching time is focused on lecture of theoretical areas of the modules

o   There is little classroom time to work on case studies

·         They are open to any form of support learning to improve their analysis skills

·         They would like to use e-learning

·         All students have either a smartphone, ipad, laptop or desktop with internet access.

In light of the need identified, I have considered using the flipped classroom approach. At the Blood Service we have an e-learning platform which is very underutilized. I am considering loading module content and module outcomes on the learner management system (LMS). At the start of each module, the students will be required to access and go through the module content independently.  I would like to record short lectures using screen castomatic and upload them for students to access. These recordings will replace the classroom lectures which will allow more classroom time for case study analysis. Students will be required to complete an online quiz on the LMS once they have gone through the module content and the recorded lectures. This will form part of their formative assessment.

Case studies will also be uploaded onto the LMS. Students will be given a set time-frame within which their analysis and findings must be posted on line. These will also be assessed formatively with feedback. Once this is done I will do a screencastomatic recording explaining the step by step approach with regards to how the case study should correctly be analyzed. A chat forum will be set up in parallel where students can post their concerns, queries and reflections related to the module and the allocated tasks. They can also post interesting case studies that they have come across which can be shared with all. This will allow the students to engage with each other and myself beyond the classroom.

When the students do attend class, teaching and learning will then be more interactive and discussion based; where the students will be expected to lead the discussions based on the tasks that they have already completed.

The aim of this intervention is make the students more self-directed in their approach to learning. I do believe that with the existing approach, the interns are dependent on us, the teachers to provide information and direct their learning. The e-learning will certainly initiate a shift in paradigm towards the constructivist approach to learning.   This is the recommended approach for adult leaning.

I still have to become familiar with screencastomatic and see how best it will work for my intended intervention and how exactly the recordings can be uploaded. I have also engaged with the IT consultant at my institution to look at converting the e-learning platform from being an intranet based format to an internet based format so that the students can access the LMS even when they are offsite from the campus. He has reported that this should not be a problem.

                                                                                                                                                                                           

Article Review 1

The role of blended learning in the clinical education of healthcare students: A systematic review

Rowe, M., Frantz, J., Bozalek, V. (2012). Medical Teacher, 34: 216-221.

According to Garrison & Kanuka 2004, cited in Rowe, Frantz & Bozalek (2012), blended learning refers to the systematic integration of online and face-to-face engagement to support and enhance meaningful interaction between students, teachers and resources. The aim of this research paper was to review studies on the impact of blended learning in the clinical education of health care students. Articles related to the aim was searched and retrieved online. From an initial seventy one articles related to evaluation of blended learning in the clinical setting, seven articles were finally selected and reviewed.  Blended learning interventions described in each study was evaluated.

It was found that none of the interventions used in any of the studies were alike. Interventions included the use of a range of technologies used in different ways to enhance and expand the clinical experiences of healthcare students. In some cases, the individual technologies were mentioned specifically, and these included Voice over Internet Protocol, interactive whiteboards, course management systems, online lectures, video on CD, online multiple choice questions (MCQs) and blogs. The face-to-face components of the blended approaches included lectures, small group discussion, and completion of workbooks, practical sessions and game show formats for evaluation.

Results of the evaluation showed that some measure of improvement in students’ competencies, including reflective thinking skills, clinical skills, e.g. history taking, examination, reporting, documentation and patient management, self-efficacy and clinical reasoning was noted with blended learning approaches. Two studies suggested that using a blended approach helped students to bridge the gap between theory and practice in clinical scenarios.

It was also noted that although blended learning makes use of computers and the internet, it should be remembered that the focus should not be on the technology; rather, the educator must first determine the best way to teach a particular topic and then determine how technology might enhance the teaching (Laurillard 1993, cited in Rowe, Frantz & Bozalek, 2012). Also, while an innovative approach to clinical teaching may be effective, it also requires a cultural change in teaching practice, which has implications for its effective implementation (Gray & Tobin 2010 cited in Rowe, Frantz & Bozalek, 2012).

This article applies to health science education in general. I agree that blended learning interventions should not be a “nice to have” approach to teaching and learning. It must be fit for purpose and add value. If designed and effectively implemented, there is sure potential to offer benefit. It is certainly requires a mindset change from the traditional approach to teaching and learning.

Article Review 2

“Blended learning” as an effective teaching and learning strategy in clinical medicine: a comparative cross sectional university – based study.

Makhdoom, N., Khoshhal, K, I., Algaidi, S., Heissam, K., Zolaly, M, A. (2013). Journal of Taibah University Medical Sciences, 8 (1): 12-17.  

The aim of this study was to assess the effectiveness of blended learning in studying family medicine as an example of a clinical medical science. This comparative cross-sectional study involved 121 fourth-year medical students, at the clinical phase of a family medicine course at the College of Medicine, Taibah University, Almadinah Almunawwarah, Kingdom of Saudi Arabia. The students were randomly divided into two groups: 61 taught by the traditional approach (face-to-face) and 60 taught by blended learning (both electronic and face-to-face).

Students following the traditional course received lectures, participated in clinical rounds, kept a logbook and attended seminars. The students who received blended learning were taught by the traditional methods and also by use of an electronic course management system. The system was supported with options for video conferencing, a discussion board and e-mail. The tutors uploaded all their lectures and video demonstrations of basic clinical skills. The students uploaded their logbooks and received feedback electronically. The blended learning group also had the option of chatting or discussing learning issues through a discussion board, student forum or video conferencing, individually or in groups.

Results showed that blended learning was statistically significantly better than traditional learning in all domains of the educational environment, except for social perception. The group taught by blended learning showed significant better performance in written examinations, objective structured clinical examinations and clinical scenarios examinations. Thus, students taught by blended learning gained more knowledge and clinical skills and had better problem-solving, critical thinking and decision-making skills and attitude.

The overall findings indicated that blended learning results in a beneficial interaction between students, teachers and resources and permits greater flexibility and responsiveness in teaching and learning. In addition, integration of on-line teaching has been shown to overcome the restrictions of time and place, support teaching methods that are hard to achieve with textbooks and reach a larger number of students without increasing resources.  It was also stated that although blended learning can be done in many different ways, the emphasis is not on the tools: once the learning outcomes of the course have been selected, the tools that best facilitate achievement of those outcomes should be chosen.

I completely agree with the authors that blended learning can be used in many areas of health education. It can certainly be applied to my teaching setting. The most important factor is to design and implement blended learning initiatives that are appropriate and match the outcomes of the learning programmes.

Article Review

The role of blended learning in the clinical education of healthcare students: A systematic review.

Rowe, M., Frantz, J., Bozalek, V. (2012). Medical Teacher, 34: 216-221.

According to Garrison & Kanuka 2004, cited in Rowe, Frantz & Bozalek (2012), blended learning refers to the systematic integration of online and face-to-face engagement to support and enhance meaningful interaction between students, teachers and resources. The aim of this research paper was to review studies on the impact of blended learning in the clinical education of health care students. Articles related to the aim was searched and retrieved online. From an initial seventy one articles related to evaluation of blended learning in the clinical setting, seven articles were finally selected and reviewed.  Blended learning interventions described in each study was evaluated.

It was found that none of the interventions used in any of the studies were alike. Interventions included the use of a range of technologies used in different ways to enhance and expand the clinical experiences of healthcare students. In some cases, the individual technologies were mentioned specifically, and these included Voice over Internet Protocol, interactive whiteboards, course management systems, online lectures, video on CD, online multiple choice questions (MCQs) and blogs. The face-to-face components of the blended approaches included lectures, small group discussion, and completion of workbooks, practical sessions and game show formats for evaluation.

Results of the evaluation showed that some measure of improvement in students’ competencies, including reflective thinking skills, clinical skills, e.g. history taking, examination, reporting, documentation and patient management, self-efficacy and clinical reasoning was noted with blended learning approaches. Two studies suggested that using a blended approach helped students to bridge the gap between theory and practice in clinical scenarios.

It was also noted that although blended learning makes use of computers and the internet, it should be remembered that the focus should not be on the technology; rather, the educator must first determine the best way to teach a particular topic and then determine how technology might enhance the teaching (Laurillard 1993, cited in Rowe, Frantz & Bozalek, 2012). Also, while an innovative approach to clinical teaching may be effective, it also requires a cultural change in teaching practice, which has implications for its effective implementation (Gray & Tobin 2010 cited in Rowe, Frantz & Bozalek, 2012).

This article applies to health science education in general. I agree that blended learning interventions should not be a “nice to have” approach to teaching and learning. It must be fit for purpose and add value. If designed and effectively implemented, there is sure potential to offer benefit. It is certainly requires a mindset change from the traditional approach to teaching and learning.