Implementation and evaluation of a blended integrated course in a problem-based learning program

TY - JOUR

T1 - Implementation and evaluation of a blended integrated course in a problem-based learning program

AU - AlKhadragy, Rania

AU - ElAraby, Shimaa E.

AU - Hassan, Nahla

AU - Hefny, Mohamed

AU - Talaat, Wagdy

PY - 2018/2/28

Y1 - 2018/2/28

N2 - Most medical educators agreed that the Electronic Learning is a necessity nowadays and not a luxury shift. This study was conducted aiming at implementing and evaluating a blended educational course for third-year medical students at the Faculty of Medicine, Suez Canal University (FOMSCU). An interventional study was used, data collection tools included: Needs assessment questionnaire; E-learning experience questionnaire and a PBL Tutorial Assessment form. Forty-seven percent (47%) were satisfied with overall quality of blended block materials and activities, 28% were not satisfied and 26% have a neutral response. When evaluating students’ group dynamics and performance by tutors in Problem -based sessions were more positive in PBL sessions during the blended block compared to previous sessions. The study concluded that students were in a larger percent satisfied with the implemented blended course. Furthermore, E-learning has a positive effect on the PBL sessions.

AB - Most medical educators agreed that the Electronic Learning is a necessity nowadays and not a luxury shift. This study was conducted aiming at implementing and evaluating a blended educational course for third-year medical students at the Faculty of Medicine, Suez Canal University (FOMSCU). An interventional study was used, data collection tools included: Needs assessment questionnaire; E-learning experience questionnaire and a PBL Tutorial Assessment form. Forty-seven percent (47%) were satisfied with overall quality of blended block materials and activities, 28% were not satisfied and 26% have a neutral response. When evaluating students’ group dynamics and performance by tutors in Problem -based sessions were more positive in PBL sessions during the blended block compared to previous sessions. The study concluded that students were in a larger percent satisfied with the implemented blended course. Furthermore, E-learning has a positive effect on the PBL sessions.

U2 - 10.9734/jesbs/2018/38657

DO - 10.9734/jesbs/2018/38657

M3 - Article

SN - 2456-981X

VL - 24

JO - Journal of Education, Society and Behavioural Science

JF - Journal of Education, Society and Behavioural Science

IS - 2

ER -