Understanding Student Experiences of Blended Learning Clinical Education

George O. Hack, Clifford M. Berry

Abstract


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.

Keywords


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

Full Text:

PDF

References


Anderson, R. C. (1984). Role of render's schema in comprehension, learning and memory. In R. Anderson, J. Osborn, & R. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 243-257). Hillsdale, NJ: Erlbaum.

Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of "inert" knowledge. In S. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (Vol. 2, pp. 65-80). Hillsdale, NJ: Erlbaum.

Brown, A. L. (1985). Mental orthopedics, the training of cognitive skills: An interview with Alfred Binet. In S. Chipman, J. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (Vol. 2, pp. 319-338). Hillsdale, NJ: Erlbaum.

Chase, W. G., & Simon, H. A. (1973). The mind's eye in chess. In W. Chase (Ed.), Visual information processing (pp. 215-281). New York: Academic Press.

Ericsson, K., Chase, W., & Faloon, S. (1980). Acquisition of a memory skill. Science, 208, 1181-1182.

Freeman, S., O’Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sciences Education, 6, 132–139.

Hazel, S. J., Heberle, N., McEwen, M. M., & Adams, K. (2013). Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates. Journal of Veterinary Medical Education, 40(4), 333-341.

Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: Techniques for assessing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Erlbaum.

Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student centered learning environments. In D. H Jonassen, & S. M. Land (Eds.), Theoretical foundations of learning environments. (pp. 89-121). Mahwah, NJ: Lawrence Erlbaum Associates.

Laster, S., Otte, G., Picciano, A. G., & Sorg, S. (2005). Redefining blended learning. Presentation at the 2005 Sloan-C Workshop on Blended Learning, Chicago, IL, 18 April.

Little, T. D., Oettingen, G., & Baltes, P. B. (1995). The revised control, agency, and means-ends interview (CAMI): A multi-cultural validity assessment using mean and covariance structures (MACS) analyses. Berlin: Max-Planck-Institut für Bildungsforschung.

Mayer, R. E. (1983). Thinking, problem solving, cognition. San Francisco: W. H. Freeman.

McLaughlin, J. E., Gharkholonarehe, N., Khanova, J., Deyo, Z. M., & Rodgers, J. E. (2015). The impact of blended learning on student performance in a cardiovascular pharmacotherapy course. American Journal of Pharmaceutical Education, Mar 25; 79(2): 24. https://www.ajpe.org/doi/10.5688/ajpe79224

Oblinger, D. (2003). Boomers, Gen-Xers, Millennials: Understanding the new students. Educause Review, 38(4), 37-47.

Plack, M. M., & Santasier, A. (2010). Reflective practice: A model for facilitating critical thinking skills within an integrative case study classroom experience. Journal of Physical Therapy Education, 18(1), 4–12.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257- 285.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 International Journal of Progressive Research in Education

Copyright © 2018 International Journal of Progressive Research in Education. All rights reserved.

ISSN: 2581-4974

For any query/support contact us at ijpreeditor@scischolars.com, ssroscischolars@gmail.com,

editorial@scischolars.com