Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India.
Department of Pharmacy Practice, National College of Pharmacy, Kozhikode, Kerala, India.
PLoS One. 2021 Sep 1;16(9):e0256814. doi: 10.1371/journal.pone.0256814. eCollection 2021.
BACKGROUND &OBJECTIVES: Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students' scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching.
A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20.
A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning.
Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.
尽管有研究评估混合式学习在药学教育中的有效性，但其中大多数来自美国，并以前几年学生的分数作为对照。此外，在比较混合式学习与其他学习策略在自我调节学习策略的使用方面，研究较少。主要目的是使用临床研究模块评估混合式学习对知识分数的有效性。次要目的是比较混合式学习、基于网络的电子学习和讲授式教学中自我调节学习策略的使用。
采用前瞻性群组随机试验，以讲授式教学为对照，以基于网络的电子学习和混合式学习为干预措施。目标人群为药学博士最后一年的学生。使用经过验证的知识问卷、动机策略学习问卷和反馈表来评估结果。所有统计分析均使用社会科学统计软件包（SPSS）版本 20 进行。
共有来自 12 所学院的 241 名学生完成了研究。混合式学习组学生的平均知识得分高于讲授式教学组和基于网络的电子学习组（64.26±18.19 比 56.65±8.73 比 52.11±22.06，p<0.001）。混合式学习组在学习策略的使用频率上，如复习、详细阐述、组织和批判性思维，明显高于讲授式教学组和基于网络的电子学习组（p<0.05），但在动机取向方面，除了外在目标取向和自我效能感，讲授式教学组和混合式学习组之间没有统计学上的显著差异。学生更喜欢混合式学习（86.5%），而不是讲授式教学和基于网络的电子学习。
混合式学习方法是教授临床研究模块的有效方法。混合式学习组的学生比讲授式教学组和基于网络的电子学习组的学生更经常使用所有的动机和学习策略，除了内在目标取向、任务价值、学习控制信念和寻求帮助的策略。
