Day 2 : Oral Presentations (Theme: Curriculum - Teaching & Learning)

Event Title

Blended teaching in surgical clinical posting for undergraduate students

Location

Lecture Hall 3

Start Date

27-1-2013 9:50 AM

Abstract

Background: Learning is a very complicated process that can never be limited to a classroom setting. Blended learning (which combines face-to-face teaching with online teaching) has gained considerable popularity in training and education in recent years. This formof learning has been widely used in developed world and in differentspecialties. This aim of this study is to find out student perception of blended learning after implementation of this type of instruction design inundergraduatesurgical clinical posting.

Methods: Dow University of Health Sciences developed an online courseware on MOODLE platformfor blended learning of undergraduate students of semester V during their 8 weeks clinical posting in surgery. In addition of face to face daily teaching, instructions design in online course includes discussion forums,lessons, weekly quizzes, interactive videos with SCORM packages (developed with Camtasia Studio) and static information pages(text, pictures and illustrations).The whole online course is facilitatedasynchronously by clinical faculty of surgery. At the end of posting their perception of this mode of teaching was evaluated with a specially designed questionnaire(about blended learning process, online contents, MOODLE and computer skills needed). Data was analyzed with SPSS version 17.

Results: These are initial results of one part of evaluation of this ongoing blended clinical curriculum. 100% agree that blended approach help them to learn better, 95.2% agree that it help them to be an active learner and same percentage agree that it develop more interest in surgery. 81% agree that this instructional method is better than face to face only course. 95.2% said that they would like to take another blended course if one was available in their program. 100% agree that online course with MOODLE is easy to use. 95.2% said its one of the best course they ever attended.

Conclusion: Student perception of blended approach of learning is very positive and they like this mode of teaching in other courses as well.

In this presentation the online curriculum which is developed on principles of Cognitive theory of multimedia learning will be demonstrated and its instructional design will be discussed apart from student perception.

Key words: Blended learning, clinical posting, work based learning, evaluation

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Jan 27th, 9:50 AM Jan 27th, 10:00 AM

Blended teaching in surgical clinical posting for undergraduate students

Lecture Hall 3

Background: Learning is a very complicated process that can never be limited to a classroom setting. Blended learning (which combines face-to-face teaching with online teaching) has gained considerable popularity in training and education in recent years. This formof learning has been widely used in developed world and in differentspecialties. This aim of this study is to find out student perception of blended learning after implementation of this type of instruction design inundergraduatesurgical clinical posting.

Methods: Dow University of Health Sciences developed an online courseware on MOODLE platformfor blended learning of undergraduate students of semester V during their 8 weeks clinical posting in surgery. In addition of face to face daily teaching, instructions design in online course includes discussion forums,lessons, weekly quizzes, interactive videos with SCORM packages (developed with Camtasia Studio) and static information pages(text, pictures and illustrations).The whole online course is facilitatedasynchronously by clinical faculty of surgery. At the end of posting their perception of this mode of teaching was evaluated with a specially designed questionnaire(about blended learning process, online contents, MOODLE and computer skills needed). Data was analyzed with SPSS version 17.

Results: These are initial results of one part of evaluation of this ongoing blended clinical curriculum. 100% agree that blended approach help them to learn better, 95.2% agree that it help them to be an active learner and same percentage agree that it develop more interest in surgery. 81% agree that this instructional method is better than face to face only course. 95.2% said that they would like to take another blended course if one was available in their program. 100% agree that online course with MOODLE is easy to use. 95.2% said its one of the best course they ever attended.

Conclusion: Student perception of blended approach of learning is very positive and they like this mode of teaching in other courses as well.

In this presentation the online curriculum which is developed on principles of Cognitive theory of multimedia learning will be demonstrated and its instructional design will be discussed apart from student perception.

Key words: Blended learning, clinical posting, work based learning, evaluation