Elevate Health, Utrecht, The Netherlands.
Amstel Academy, VU University Medical Center, Amsterdam, The Netherlands.
BMC Med Educ. 2019 Jul 30;19(1):289. doi: 10.1186/s12909-019-1717-5.
Blended learning has the potential to stimulate effective learning and to facilitate high quality education. For postgraduate health professionals, blended learning is relatively new. For this group we developed, implemented and evaluated two blended learning modules in a master program on quality and safety in patient care. Aiming for a better preparation compared to traditional textbook homework, the course provided not only web lectures and reading, but also interactive assignments and collaborative learning. Additional goal was saving time for the teachers resulting in a potential cost savings.
The experiences of 21 postgraduate health professionals were evaluated with two voluntary and anonymous questionnaires beginning of 2017 with a special focus on the added value of online interaction, underexposed in previous research.
This evaluation shows that online modules are regarded as being an effective preparation for face-to-face meetings for postgraduate health professionals. Added value of social interactive online preparation was perceived from collaborating and interacting with each other. Both the interaction between the students, and the e-moderator and teachers were well received.
Based on the results of this study, we suggest that blended learning may indeed increase the level of education and stimulate effective learning for postgraduate health care professionals. The professionals experienced added value of social interactive online preparation from collaborating and interacting with each other. We consider better aligning of the online and face-to-face components as one of the highest priorities.
混合式学习有可能激发有效的学习，并促进高质量的教育。对于研究生健康专业人员来说，混合式学习相对较新。对于这个群体，我们在一个关于患者护理质量和安全的硕士课程中开发、实施和评估了两个混合式学习模块。为了比传统的课本作业有更好的准备，课程不仅提供了网络讲座和阅读，还提供了互动作业和协作学习。另一个目标是为教师节省时间，从而节省潜在成本。
从 2017 年初开始，通过两个自愿和匿名的问卷，对 21 名研究生健康专业人员的经验进行了评估，特别关注在线互动的附加值，这在以前的研究中没有得到充分体现。
这项评估表明，在线模块被视为研究生健康专业人员准备面对面会议的有效方式。通过相互协作和互动，感受到了社会互动式在线准备的附加价值。学生之间的互动，以及电子协调员和教师的互动都受到了好评。
基于这项研究的结果，我们建议混合式学习确实可以提高研究生保健专业人员的教育水平并激发有效的学习。专业人员从相互协作和互动中体验到了社会互动式在线准备的附加值。我们认为，将在线和面对面的内容更好地结合起来是当务之急之一。
