Effect of Implementation of Blended Learning Method on Student Learning Outcomes At Block 5a. Professional Ethics and Health Law in Undergraduate Midwifery Program, Faculty of Medicine Andalas University (original) (raw)
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2021
Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BL in nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda. Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review. Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BL methods improved the quality of nursing and midwifery education in general, and in SSA countries including Rwanda. C...
Rwanda Journal of Medicine and Health Sciences
BackgroundAlthough blended learning (BL) is being adopted in public and private higher learning institutions (HLIs) in Rwanda, little is known about students’ use of BL in their learning activities. This article describes a qualitative descriptive study of students’ perceptions and experiences of BL in Rwanda’s post-secondary nursing and midwifery programs in public and private HLIs.MethodsThirty-three nursing and midwifery students from all public and private HLIs in Rwanda exposed to BL were invited to participate in three online focus group discussions (FGDs) conducted using a developed FGD guide with open-ended questions. Inductive content analysis was used to analyze the transcripts.ResultsThree main themes emerged from the data analysis:(1) BL perceived as a new and effective teaching and learning approach, (2) Contextual challenges to the BL method, and (3) Recommendations to improve the BL method. From students’ experiences, the benefits included but were not limited to the ...
We aimed to develop and evaluate outcomes of a blended learning (BL) program for educating nursing and midwifery students of Tehran university of medical sciences (Tehran, Iran). Materials and Methods: This was a participatory action research project. After designing BL website, providing technological infrastructures, and holding preparatory workshops, 22 blended courses were designed. BL method was implemented for one semester. Students' grade point average, participation with courses, and opinion about educational methods, and instructors' attitude and opinion about educational methods were assessed. Results: Most students (n = 181; 72.1%) and 17 instructors (28.3%) consented to participate in the study. Students' grade point average and participation was significantly higher in BL rather than in face-to-face method (P < 0.0001). Most instructors (n = 11, 65%) had positive attitude toward BL method. Textual analysis of participants' opinion showed that most students preferred BL method and felt more independent in this method. However, they complained about lack of easy access to Internet and weakness in computer skills. Instructors admired the flexibility and incentives that had been provided in the program. However, some of them complained about the time-consuming nature of BL course design.
Advances in health sciences research, 2023
Multiple challenges to clinical education have occurred during and post-COVID-19 pandemic era. Blended learning is well-known for cognitive development. However, the role of blended learning for the development of clinical competencies is not clear. This review aims to evaluate the studies focusing on blended learning approaches compared to face-to-face and online-only instructional approaches to build clinical competencies in undergraduate health professional students. Studies were searched from CINAHL, PubMed, Scopus, Cochrane Library, HEC Library, and Google Scholar dated January 2013 to January 2023. The RCTs and quasi-experimental studies were included. All studies were assessed for quality using a medical education research quality instrument. Studies were abstracted and the descriptive results were presented. An initial search yielded 331 studies and 15 met the inclusion criteria; six were RCTs, and nine were quasi-experimental studies. Most papers came from Australia (n = 5). The following disciplines were included 5-nursing, 5-medical, 10 out of 15, three midwifery, one dental and one physiotherapy each. All studies yielded favorable mean quality scores of 14.40 and all were retained. Students generally had a positive view of blended learning and were satisfied and confident in achieving clinical competencies. Students exposed to blended learning approaches performed better on knowledge, skills, attitude, and practice than those in the conventional and online-only groups. The performance of students in the intervention arm was statistically higher than those in control group in 14/15 studies (P-Value < 0.05). There is a need for further research on blended learning in middle-and lower-income countries.
BMC medical education, 2018
Blended learning (BL) is a learning innovation that applies the concept of face-to-face learning and online learning. However, examples of these innovations are still limited in the teaching of postgraduate education within the field of family medicine. Malaysian postgraduate clinical training, is an in-service training experience and face-to-face teaching with the faculty members can be challenging. Given this, we took the opportunity to apply BL in their training. This study provides an exploration of the perceptions of the educators and students toward the implementation of BL. A qualitative approach was employed using focus group discussions (FGD) and in-depth interviews (IDI) at an academic centre that trains family physicians. Twelve trainees, all of whom were in their hospital specialty's rotations and five faculty members were purposively selected. Three FGDs among the trainees, one FGD and two IDIs among the faculty members were conducted using a semi-structured topic g...
Education in Medicine Journal
Blended learning (BL) has been reported as an effective method for teaching family medicine to undergraduates in high-income countries; however, studies of its effectiveness are limited in low- and middle-income countries. This study aimed to assess the effectiveness of an innovative BL module in family medicine including knowledge, skills and attitudes (KSA), and e-learning experiences. The grades of the fourth-year medical students at the Faculty of Medicine, Suez Canal University were correlated with the above items. A pre–post interventional study was conducted on a convenience sample of 117 fourth-year students in the educational year 2017–2018. Their KSA were assessed using valid and reliable questionnaires before and after the intervention was implemented. The intervention combined the traditional training in primary healthcare settings with the newly designed asynchronous e-learning module on the Moodle platform. The prepared website consisted of e-sections and an e-forum wh...
A pilot programme of the "Methodology of research" course based on blended-learning was started for Bachelor and Master degree Nursing students at the Faculty of Health Science, Warsaw Medical University in the academic year 2011/2012. Students took part in traditional lectures/seminars run by an academic teacher and obligatorily participated in an on-line original course which covered teaching content of "Methodology of research" course divided into several thematic modules. The aim of the study was to analyse the opinions of Nursing students at the Faculty of Health Science, Warsaw Medical University about the application of on-line teaching (blended-learning) in the process of improvement of teaching quality of the "Methodology of research" course. As many as 194 Nursing students (185 women and 8 men) of the Faculty of Health Science, Warsaw Medical University took part in the study. 109 full-time Bachelor degree students and 85 Master degree student...
Proceedings of the 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021)
In 3.B Block students will learn the concepts, changes and mechanisms of normal delivery, to documentation of midwifery care in normal delivery and newborns. Thus mastery of the material in 3.B Block is important, because it will provide provisions for students in providing midwifery care to mothers in labor. There is need for the right learning methods that can support learning achievements. The learning method developed in this study is Blended Learning. The subject of this study was the third semester student in the 2021/2022 academic year in Undergraduate Midwifery Program Faculty of Medicine Andalas University. This study compares the development of student scores from the first meeting to the fourth meeting of the tutorial. Data collection tools using assessment sheets and written tests. The results showed that the blended learning model could improve students' creative thinking skills. This can be seen from the increase in the average value of students' creative thinking abilities from 79,24 at the fisrt meeting to 84,69 at the fourth meeting. This study also showed the increased value of the pre-test and post-test scores of students, where there is the largest increase in the value of 75-79 from 12.12 to 30.3 percent.
To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. Background: The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for preregistration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. Design: Cross-sectional, sequential, mixed methods study Participants/settings: Nursing/nurse education leaders from across International Council of Nurses regions Methods: Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants' knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. Results: Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. Conclusions: Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact.