Shawna Strickland1. 1. Department of Cardiopulmonary and Diagnostic Sciences, School of Health Professions, University of Missouri, MO 65211, USA. StricklandSL@health.missouri.edu
Abstract
INTRODUCTION: The undergraduate health professions student of the 21st century is very technology literate. In an attempt to provide these students with a forum to enhance learning, some educators have opted to integrate additional course materials via Internet classrooms while still maintaining the face-to-face interaction between instructor and learner. METHODS: A retrospective analysis was performed with the student course evaluations and demographics of two groups of respiratory therapy students (one group participated a traditional learning environment and one group participated in a blended learning environment) in a baccalaureate degree program. The author employed SPSS quantitative data analysis software to conduct statistical analysis. RESULTS: None of the studied variables showed a statistically significant difference (p =0.05). Further testing revealed an expected positive relationship between pre-existing GPA and the final examination grade as well as the final examination grade and the course grade (p = 0.05). No other positive relationships were noted. DISCUSSION: The qualitative analysis implies a difference in satisfaction between cohorts; however, the quantitative analysis of the student evaluations does not provide statistically significant differences for any aspect surveyed in the anonymous standardized questionnaire. CONCLUSION: The results of this pilot study favor the continuing practice of blended learning environments as a viable option for course delivery in health care education. The author recommends further study to explore this topic in depth with larger cohorts.
INTRODUCTION: The undergraduate health professions student of the 21st century is very technology literate. In an attempt to provide these students with a forum to enhance learning, some educators have opted to integrate additional course materials via Internet classrooms while still maintaining the face-to-face interaction between instructor and learner. METHODS: A retrospective analysis was performed with the student course evaluations and demographics of two groups of respiratory therapy students (one group participated a traditional learning environment and one group participated in a blended learning environment) in a baccalaureate degree program. The author employed SPSS quantitative data analysis software to conduct statistical analysis. RESULTS: None of the studied variables showed a statistically significant difference (p =0.05). Further testing revealed an expected positive relationship between pre-existing GPA and the final examination grade as well as the final examination grade and the course grade (p = 0.05). No other positive relationships were noted. DISCUSSION: The qualitative analysis implies a difference in satisfaction between cohorts; however, the quantitative analysis of the student evaluations does not provide statistically significant differences for any aspect surveyed in the anonymous standardized questionnaire. CONCLUSION: The results of this pilot study favor the continuing practice of blended learning environments as a viable option for course delivery in health care education. The author recommends further study to explore this topic in depth with larger cohorts.
Authors: Rick Hess; Nicholas E Hagemeier; Reid Blackwelder; Daniel Rose; Nasar Ansari; Tandy Branham Journal: Am J Pharm Educ Date: 2016-05-25 Impact factor: 2.047