Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives
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Jul 18, 2022 version files 1.11 MB
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Lecturer_1.pdf
97.71 KB
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Lecturer_2.pdf
185.94 KB
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Lecturer_3.pdf
126.11 KB
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Lecturer_4.pdf
116.78 KB
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Lecturer_5.pdf
127.23 KB
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Lecturer_6.pdf
137.96 KB
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Lecturer_7.pdf
184.86 KB
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Lecturer_8.pdf
133.97 KB
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README.txt
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Jul 31, 2022 version files 1.70 MB
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COREQ_checklist.pdf
504.91 KB
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Interview_Guide.pdf
83.50 KB
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Lecturer_1.pdf
97.71 KB
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Lecturer_2.pdf
185.94 KB
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Lecturer_3.pdf
126.11 KB
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Lecturer_4.pdf
116.78 KB
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Lecturer_5.pdf
127.23 KB
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Lecturer_6.pdf
137.96 KB
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Lecturer_7.pdf
184.86 KB
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Lecturer_8.pdf
133.97 KB
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README.txt
1.92 KB
Abstract
Learning Technologies has been a fast-growing field in Health Professions Education (HPE). Approaches to teaching, learning and assessment has been increasingly influenced by learning technologies which requires HPE teachers to adapt their teaching practices and with that identify areas for professional development. The implementation of blended learning in HPE, has shown improvements in student performance. However, it seems as if there are challenges with the implementation of a blended learning approach and that there might be some needs that clinical teachers have that are not being addressed in order to implement blended learning successfully. We used a qualitative exploratory design to identify clinician teachers’ needs. Semi-structured, individual interviews were conducted with a total of eight (n=8) module coordinators in the third year of the MBChB programme, Stellenbosch University, Faculty of Medicine and Health Sciences. Results indicated the need for continuous technical and pedagogical support which refers to a longitudinal faculty development approach. Additionally, faculty development should include the support in structuring and rethinking the blended curriculum, as well as assisting in the clinicians’ development in their role and identity as a clinical teacher. These results reveal the importance of faculty development as a targeted longitudinal approach
Qualitative research design, based on the interpretative paradigm.