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https://www.readbyqxmd.com/read/28293202/automating-individualized-formative-feedback-in-large-classes-based-on-a-directed-concept-graph
#1
Henry E Schaffer, Karen R Young, Emily W Ligon, Diane D Chapman
Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as "learning analytics," (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28277260/transitioning-a-bachelor-of-science-in-nursing-program-to-blended-learning-successes-challenges-outcomes
#2
Laurie Posey, Christine Pintz
To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills...
October 18, 2016: Nurse Education in Practice
https://www.readbyqxmd.com/read/28273559/designing-an-oral-health-module-for-the-bachelor-of-midwifery-program-at-an-australian-university
#3
Margaret Duff, Hannah G Dahlen, Elaine Burns, Holly Priddis, Virginia Schmied, Ajesh George
Maternal oral health is important yet many pregnant women are unaware of its significance. Midwives are advised to promote oral health during pregnancy and are supported to do this in Australia through the Midwifery Initiated Oral Health training program. However, limited undergraduate education is being provided to midwifery students in this area. The objective of this paper is to describe how an innovative oral health education module for an undergraduate midwifery course in Australia was designed using a multidisciplinary approach...
February 11, 2017: Nurse Education in Practice
https://www.readbyqxmd.com/read/28252469/evidence-based-principles-for-using-technology-enhanced-learning-in-the-continuing-professional-development-of-health-professionals
#4
Karen M Scott, Louise Baur, Jenny Barrett
Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication...
January 2017: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/28247873/optimizing-education-on-the-inpatient-dermatology-consultative-service
#5
Ladan Afifi, Kanade Shinkai
A consultative dermatology service plays an important role in patient care and education in the hospital setting. Optimizing education in balance with high-quality dermatology consultative services is both a challenge and an opportunity for dermatology consultation teams. There is an emergence of new information about how dermatology can best be taught in the hospital, much of which relies on principles of workplace learning as well as the science of how learning and teaching best happen in work settings. These best practices are summarized in this narrative review with integrated discussion of concepts from outpatient dermatology education and lessons learned from other inpatient teaching models...
March 2017: Seminars in Cutaneous Medicine and Surgery
https://www.readbyqxmd.com/read/28242211/e-learning-in-advanced-life-support-what-factors-influence-assessment-outcome
#6
C J Thorne, A S Lockey, P K Kimani, I Bullock, S Hampshire, S Begum-Ali, G D Perkins
AIM: To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. METHOD: Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS)...
February 24, 2017: Resuscitation
https://www.readbyqxmd.com/read/28241762/building-capacity-in-clinical-epidemiology-in-africa-experiences-from-masters-programmes
#7
REVIEW
Taryn Young, Celeste Naude, Tania Brodovcky, Tonya Esterhuizen
BACKGROUND: To describe and contrast programmatic offering of Clinical Epidemiology Masters programmes in Africa, to evaluate experiences of graduates and faculty, and assess if graduates are playing roles in research, practice and teaching of Clinical Epidemiology. METHODS: We searched and identified relevant programmes, reviewed programmatic documentation, interviewed convenors and surveyed graduates. Participants provided informed consent, interviews with faculty were recorded and transcribed for analysis purposes, and graduates participated in an online survey...
February 27, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28207581/the-impact-of-an-interprofessional-oral-health-curriculum-on-trainees
#8
Oren Berkowitz, Madeline F Brisotti, Leslie Gascon, Michelle Henshaw, Laura B Kaufman
PURPOSE: Despite the prevalence of oral disease, the subject of oral health historically has been absent from medical education. We have developed an interprofessional curriculum in collaboration with our school of dentistry to teach oral health in the primary care setting to physician assistant (PA) students. The goal was to create and assess the impact of a curricular model that would be adaptable to various academic settings. METHODS: A blend of classroom, clinical skills lab, observations in the dental clinic, and observed structured clinical examinations was used to teach oral health to first-year (didactic year) PA students...
March 2017: Journal of Physician Assistant Education
https://www.readbyqxmd.com/read/28184954/-learning-how-to-learn-for-specialist-further-education
#9
REVIEW
G Breuer, B Lütcke, M St Pierre, S Hüttl
The world of medicine is becoming from year to year more complex. This necessitates efficient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist field. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial...
February 2017: Der Anaesthesist
https://www.readbyqxmd.com/read/28179725/introduction-and-assessment-of-a-blended-learning-model-to-teach-patient-assessment-in-a-doctor-of-pharmacy-program
#10
William Allan Prescott, Ashley Woodruff, Gina M Prescott, Nicole Albanese, Christian Bernhardi, Fred Doloresco
Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions...
December 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28173937/student-use-and-perceptions-of-mobile-technology-in-clinical-clerkships-guidance-for-curriculum-design
#11
Joanna K Law, Parker A Thome, Brenessa Lindeman, Daren C Jackson, Anne O Lidor
BACKGROUND: We examined the types of technology used by medical students in clinical clerkships, and the perception of technology implementation into the curriculum. METHODS: An online survey about technology use was completed prior to general surgery clinical clerkship. Types of devices and frequency/comfort of use were recorded. Perceptions of the benefits and barriers to technology use in clerkship learning were elicited. RESULTS: 125/131 (95...
January 30, 2017: American Journal of Surgery
https://www.readbyqxmd.com/read/28169038/a-growing-need-hiv-education-in-long-term-care
#12
Kaitlin Siou, Maureen Mahan, Rod Cartagena, Soo Chan Carusone
As people living with HIV (PLHIV) age, knowledge of HIV and the associated care of those aging with HIV will become an increasingly important component of education for long-term care (LTC) providers. This descriptive study piloted two different approaches to distribute narrative-based HIV educational videos. Four LTC facilities were assigned to receive the videos to implement 'as usual' or to receive the videos in addition to blended learning sessions where the videos were shown with facilitated discussion with a nurse educator and a PLHIV...
February 3, 2017: Geriatric Nursing
https://www.readbyqxmd.com/read/28156533/palliative-care-always-as-a-massive-open-online-course-mooc-to-build-primary-palliative-care-in-a-global-audience
#13
Kavitha Ramchandran, Joshua Fronk, Judy Passaglia, Kelly Bugos, Manuela Kogon, Lori Klein, Ellen Brown, Sandy Chan, Lynn Hutton, Grace Lyo, Kimberly Frost Sickler
123 Background: Primary palliative care (PC) is critical to improve access to PC from the point of diagnosis. Still, barriers exist to providing primary PC worldwide, including a lack of awareness, time, and training. Interactive online learning experiences can help overcome these. This project describes a massive open online course (MOOC)--Palliative Care Always--designed to build primary PC skills in a global audience. METHODS: A team of PC providers and online instructional experts developed 12 modules that included: patient scenes, brief lectures, empathy exercises, and Google Hangout discussions...
October 9, 2016: Journal of Clinical Oncology: Official Journal of the American Society of Clinical Oncology
https://www.readbyqxmd.com/read/28152152/direct-care-workforce-training-internet-accessibility-and-acceptance
#14
Daniel P Ochylski, Clare C Luz, Xiaoxi Shen
Evidence exists that web-based learning for health care professionals can improve topic-specific knowledge, increase access to training, and lower training costs. However, limited information exists on the value of online education for improving hands-on skills as part of personal care aide (PCA) training. New PCA training programs are emerging that are fully online or hybrid models that blend online with in-person instruction. Such programs require access to a computer and high-speed internet, which could prove difficult for low-income PCAs who are less likely to own a computer...
February 2, 2017: Journal of Gerontological Nursing
https://www.readbyqxmd.com/read/28143822/student-perceptions-and-learning-outcomes-of-blended-learning-in-a-massive-first-year-core-physiology-for-allied-health-subjects
#15
Janelle Page, Terri Meehan-Andrews, Nivan Weerakkody, Diane L Hughes, Joseph A Rathner
Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall...
March 1, 2017: Advances in Physiology Education
https://www.readbyqxmd.com/read/28140703/a-longitudinal-online-interprofessional-education-experience-involving-family-nurse-practitioner-students-and-pharmacy-students
#16
Andrea Collins, Amy Broeseker, Jill Cunningham, Cyndi Cortes, Jennifer Beall, Amy Bigham, Jongwha Chang
Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions...
March 2017: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/28132565/a-blended-learning-approach-to-teaching-cvad-care-and-maintenance
#17
Karen Hainey, Linda J Kelly, Audrey Green
Nurses working within both acute and primary care settings are required to care for and maintain central venous access devices (CVADs). To support these nurses in practice, a higher education institution and local health board developed and delivered CVAD workshops, which were supported by a workbook and competency portfolio. Following positive evaluation of the workshops, an electronic learning (e-learning) package was also introduced to further support this clinical skill in practice. To ascertain whether this blended learning approach to teaching CVAD care and maintenance prepared nurses for practice, the learning package was evaluated through the use of electronic questionnaires...
January 26, 2017: British Journal of Nursing: BJN
https://www.readbyqxmd.com/read/28132556/pre-registration-clinical-skills-development-and-curriculum-change
#18
Jo Rutt
This article outlines and offers an overview of the process of curriculum change and the development and integration of clinical skills. The focus on clinical skills in the essential skills clusters annexe set by the Nursing and Midwifery Council requires innovative strategies in theoretical aspects of the nursing programme to be identified. Based on the constructivist philosophy of curriculum design and in light of the ever-changing healthcare environment, a blended-learning approach was developed for the delivery of clinical skills...
January 26, 2017: British Journal of Nursing: BJN
https://www.readbyqxmd.com/read/28118476/blending-simulation-based-learning-and-interpretative-pedagogy-for-undergraduate-leadership-competency-development
#19
Charmaine McPherson, Cathy MacDonald
BACKGROUND: Effective leadership is an essential component guiding nursing activity and influencing health systems, health workers, and patient outcomes. Despite this evidence, undergraduate nursing programs may not be adequately preparing graduates to effectively engage in leadership practice. METHOD: This article describes an educational innovation designed to support prelicensure leadership competency development. The authors blended simulation-based learning (SBL) with an interpretative pedagogical frame in a senior nursing leadership course at a primarily undergraduate university...
January 1, 2017: Journal of Nursing Education
https://www.readbyqxmd.com/read/28109296/design-of-simulation-based-medical-education-and-advantages-and-disadvantages-of-in-situ-simulation-versus-off-site-simulation
#20
EDITORIAL
Jette Led Sørensen, Doris Østergaard, Vicki LeBlanc, Bent Ottesen, Lars Konge, Peter Dieckmann, Cees Van der Vleuten
BACKGROUND: Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities are called in-house training. In-house training facilities can be part of hospital departments and resemble to some extent simulation centres but often have less technical equipment. In situ simulation, introduced over the past decade, mainly comprises of team-based activities and occurs in patient care units with healthcare professionals in their own working environment...
January 21, 2017: BMC Medical Education
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