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.