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Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives

Citation

Brits, Elizabeth Kanita (2022), Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives, Dryad, Dataset, https://doi.org/10.5061/dryad.8kprr4xr8

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

Methods

Qualitative research design, based on the interpretative paradigm. 

Funding

Stellenbosch University