Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry

2008 ◽  
Vol 9 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Neil A. Williams ◽  
Will Bland ◽  
Gillian Christie
Keyword(s):  
Inorganic Chemistry ◽  
Student Achievement ◽  
Blended Learning ◽  
Learning Approach ◽  
Improving Student Achievement

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching
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