Blended learning is a meaningful combination of online and face-to-face teaching and learning. In this article we summarize relevant aspects of this format and provide ten tips for educators and curriculum developers on implementing a blended learning curriculum in healthcare education. These general tips are derived from our experience and the available literature and cover the planning and implementation process.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7499465 | PMC |
| http://dx.doi.org/10.3205/zma001338 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Recent advances in teaching-learning methodologies of the Ayurveda education system.
J Educ Health Promot
November 2024
Department of Dravyaguna, Mahatma Gandhi Ayurved College, Hospital and Research Centre, Salod (H), Datta Meghe Institute of Higher Education and Research (Deemed to be University), Wardha, Maharashtra, India.
Teaching and learning are two sides of the same coin. Ayurveda, the ancient system of medicine that originated in India, has a long history of teaching and learning methods. In the early days, Ayurvedic knowledge was primarily transmitted through oral tradition, with teachers passing down their knowledge to students through direct communication.
View Article and Find Full Text PDFAnalysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.
PLoS One
January 2025
Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions.
View Article and Find Full Text PDFTeaching high quality paediatric basic life support to laypeople: The development and evaluation of a virtual simulation game.
Resusc Plus
January 2025
Department of Paediatrics, Division of Paediatric Critical Care, CHEO, 401 Smyth Rd, Ottawa, Ontario K1H 8L1, Canada.
Background: Self-directed training has been recognized as a reasonable alternative to traditional instructor-led formats to teach laypeople Basic Life Support (BLS). Virtual tools can facilitate high-quality self-directed resuscitation education; however, their role in teaching paediatric BLS remains unclear due to limited empiric evaluation and suboptimal design of existing tools.
Aim: We describe the development and evaluation of a virtual simulation game (VSG) designed to teach high-quality paediatric BLS using a self-directed, online format with integrated deliberate practice and feedback.
Applying principles of adult learning to rural health electives in a medical school curriculum.
BMC Med Educ
January 2025
Department of Rural Health, Melbourne Medical School, The University of Melbourne, 49 Graham Street, Shepparton, VIC, 3630, Australia.
The health disparities between rural and urban populations in Australia, driven by socioeconomic, environmental, and healthcare access factors, highlight the urgent need for rural-focused medical education. The Melbourne Medical School's Rural Health Discovery program addresses this need by integrating adult learning principles within a redesigned curriculum that includes the Rural Health Foundations and Integrating Rural Health topics. These Discovery topics engage medical students from diverse backgrounds through a blend of self-directed learning, problem-solving, and immersive clinical placements in rural settings.
View Article and Find Full Text PDFBlending deep-learning and observers for improved state of charge estimation in vanadium flow batteries.
ISA Trans
December 2024
Group of Power Systems, Catalonia Institute for Energy Research (IREC), Jardins de les Dones de Negre, 1, 08930, Sant Adrià del Besòs, Spain. Electronic address:
This paper presents the design and implementation of a deep-learning-based observer for accurately estimating the State of Charge (SoC) of a vanadium flow battery. The novelty of the proposal lies in its direct use of terminal voltage and the application of a machine learning algorithm to model the battery's overpotentials, leading to greater accuracy and reduced complexity compared to classical models. The overpotentials model consists of a neural network trained using data generated by a classical observer that estimates species concentration using a physical electrochemical model and the open-circuit voltage measurement.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!