Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program
Rania A. AlKhadragy
Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt.
Shimaa E. ElAraby
Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt.
Nahla Hassan *
IbnSina National College for Medical Studies, Jeddah, Saudi Arabia.
Mohamed A. Hefny
Department of Rheumatology and Physical rehabilitation, Faculty of Medicine, Suez Canal University, Egypt.
Wagdy Talaat
Department of Pathology, Faculty of Medicine, Suez Canal University, Egypt.
*Author to whom correspondence should be addressed.
Abstract
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.
Keywords: Information communication technology (ICT), online learning, quality of e-learning; e-learning experience/ blended learning, PBL