Understanding Student Experiences of Blended Learning Clinical Education

George O. Hack, Clifford M. Berry


Clinical reasoning in professional students can be successfully achieved by an active engagement of students in the learning process and can be maximized in early stages of the curriculum through blended or flipped approaches to instruction. Yet, there can be several challenges to implementing a successful blended classroom. This study utilized a mixed methods, Sequential Explanatory Design to identify potential student barriers to success when a blended course design is used to teach clinical reasoning in a Veterinary Radiology course. Results suggest that student approaches to learning, student study habits, and the synchronization of course activities with other non-blended courses are critical considerations that must be addressed to foster positive clinical reasoning outcomes. Findings also demonstrated a need for re-examining how students can be better prepared for courses that address higher-order thinking and clinical problem solving when blended learning is incorporated into the course design.


Medical Education; Educational Technology; Blended Learning; Flipped Classroom; Clinical Reasoning; Problem Solving; Instructional Design; Health Sciences.

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