michael rowephysiotherapy departmentuniversity of the western cape

blended learning in
clinical education

lecture; a process by which the notes of a teacher become the notes of a student without passing through the minds of either

o'donnell (1997)

clinical education

confusion as to an exact definitionrothstein (2002)

working definition: learning that takes place within a clinical context, application of theory in clinical context

Needs in clinical education

A common vision evident in the process and product of the clinical experienceDevelop ongoing reflective practice and lifelong learningEstablish mutually beneficial relationshipsConsistent quality assuranceGreater emphasis on the relationship between theory and practiceStrohschein, et al. (2002)

models of clinical education

several models exist, none of which is able to address all of the needs in clinical educationstrohschein, et al. (2002)

no model is superior to anotherlekkas, et al. (2007)

clinical practice

the healthcare practitioner must constantly review and re-prioritise existing and new problems in an enterprise of active interpretationthornquist (2001a, 2001b)

practice knowledge exists as a relation between questions and answers in a context of meaning that is often intuitive and hiddenhiggs, et al. (2004)

but tacit knowledge is hard to teach

reflection

an important component of clinical practiceschon (1987)

...a mental process with purpose...applied to relatively complicated...problems for which there is no obvious solutionmoon (1999)

reflective learning

we make sense of the world by interpreting facts through our own frames of referencehiggs et al. (2004)

questions may guide reflective activitiesmarquardt (2005)

an influential component of clinical practice and professional developmentdewey (1933), schon (1983/5)

reflection and reasoning

reflection and reasoning both emphasise the connection between action and thinkingaars (2008)

focused reflection is a significant factor in developing clinical practice through clinical reasoning murphy (2004)

making meaning through reflection is more important than memorising content

but reflection is also hard to teach

boud & walker (1999)

developing practice knowledge

sharing knowledge and experiences in a collegial environment enables external knowledge to be internalised develops problem solving strategies promotes critical reflective thinking challenges unshared biasesmason (1998), hanko (1999)

knowledge:

a negotiated outcome of social learning experiences that are integrated within the network

siemens (2004)

blended learning

a systematic combination of face-to-face and technology mediated interactions between students, teachers and learning resourcesbliuc, goodyear & ellis (2007)

allows for greater flexibility and responsiveness in teaching and learninglewin, singh, bateman & glover (2009)

blended learning (cont)

true potential is in enhancing communication and promoting reflection

blended learning is highly context dependent, so it cannot be generalised from other domainsharris, connolly & feeney (2009)

the medium is less important than the way in which learning is approachedlaurillard (cited in ennew & fernandez-young, 2005)

technology and society

technology = knowledge, and use of tools and crafts

because the nature of technology used by a society influences what the society is and becomes, individuals who do not become technologically literate will be left behindjohnson & johnson (2004)

social software is... a collection of technologies mason & rennie (2008) an enabler of social reform boyd (2006)

a new communication paradigm is being constructed through community interaction and participation, which enables the formation of loosely connected groups with relative ease

wesch (2009)http://bit.ly/8ZaA6g

the world is changed

galadrielthe lord of the rings

aim

to develop, implement and evaluate a blended learning approach to a teaching module within an undergraduate physiotherapy curriculum

objective :: assess

1. assess teaching strategies and stakeholder attitudes

a) blended learning implementations b) stakeholder current attitudes

objective :: analyse

2. analyse the curriculum to determine alignment

a) evaluate outcomes, content, teaching, assessment b) determine each modules' appropriateness c) choose a module to be developed

objective :: develop

3. develop a module that will promote:

a) student-centred learning b) inquiry-based learning c) self-directed learning d) small group learning

objective :: implement and evaluate

4. implement and evaluate the module

a) teach the module using blended learning b) evaluate the effectiveness of the module

method :: setting and sample

setting a physiotherapy department in the western cape

sample all staff and registered undergraduate students

method :: design

action research: systematic review survey document analysis delphi study process evaluation

method :: design (1)

objective 1assess strategies for blended learning, and staff and student attitudes towards those strategies

a) systematic literature review

b) survey of staff and students

objective 1a: departmental survey

disseminating results

objective 1b: systematic review

supervisor review

method :: design (2)

objective 2conduct an analysis of the curriculum in order to determine alignment, and the appropriateness of blended learning across all modules

a) document analysis to map curriculum to outcomes

b) delphi method to determine module appropriateness

document analysis

curriculum development

method :: design (3)

objective 3develop an appropriate module using a blended learning approach

a) developed using feedback from steps 1 and 2

b) will use a social constructivist approach

method :: design (4)

objective 4implement and evaluate the module

a) teach the developed module as part of the curriculum

b) survey using process evaluation

ethical considerations

permissionstandard ethical practices involving human participantsinformed consentvoluntary participationanonymityresults

collaborative groupwork

applied paediatric assignment

discussion

contributing to a global conversation

collaborative peer review

4th year ethics assignment

user interface

sharing resources

sharing experiences

personal reflection

reflective discussion

comment review

personal reflection

discussion

developing practice knowledge

sharing knowledge and experiences in a collegial environment enables external knowledge to be internalised develops problem solving strategies promotes critical reflective thinking challenges unshared biasesmason (1998), hanko (1999)

thank you

url|mrowe.co.za/blogtwitter|michael_roweemail|mrowe@uwc.ac.za

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