Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program
Rania A. AlKhadragy, Shimaa E. ElAraby, Nahla Hassan, Mohamed A. Hefny, Wagdy Talaat
Journal of Education, Society and Behavioural Science · pp. 1–12 · Published 28 Feb 2018
10.9734/JESBS/2018/38657Abstract
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.
Cited by 1
Adel Abdelaziz, Tayseer Mansour, Rania Alkhadragy · Advances in Medical Education and Practice · 2021
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