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Benefitsofblendedlearningforthefirstyearmedicalimagingstudentsinpreparationforclinicalplacement

CONFERENCEPAPER·AUGUST2015

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VickiBraithwaite

QueenslandUniversityofTechnology

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ThereseMarcellaGunn

QueenslandUniversityofTechnology

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Benefits of blended learning for the first year medical imaging students in preparation for clinical placement.

Kelly Wilson-Stewart, Vicki Braithwaite & Therese Gunn; Queensland University of Technology, Australia

Acknowledgements: We would like to thank Queensland University of Technology staff and students for their assistance with our research.

Introduction Although there is a plethora of definitions of blended learning, the underlying distinguishing feature is the combination of traditional content delivery and the utilisation of technology [1]. Within Medical Imaging undergraduate education there is evidence of advantages [2] and increased student engagement [3] when utilising a blended learning approach. Although the embedding of technology has been proven to be a useful teaching tool, “Educators should tailor their teaching media to learner’s needs rather than assume that web based learning is intrinsically superior” [4]. This study aims to determine which clinical learning tools are perceived to be the most useful to the student in preparing them for placements.

References 1. Torrisi, G., This thing called blended learning - a definition and

planning approach, in HERDSA 2011 Higher Education On The Edge, K.G. Krause, C., and Purbrick-Illek, S., Editor. 2011, HERDSA: Gold Coast, QLD.

2. Cockbain, M.M., et al., Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh. Radiography, 2009. 15(3): p. 242-246.

3. Lorimer, J. and A. Hilliard, Incorporating learning technologies into undergraduate radiography education. Radiography, 2009. 15(3): p. 214-219.

4. Chumley-Jones, H.S., A. Dobbie, and C.L. Alford, Web-based learning: Sound educational method or hype? A review of the evaluation literature. Academic Medicine, 2002. 77(10): p. S86-S93.

Methods The blended learning environment utilised to support and promote clinical confidence includes both digital options and the traditional face to face format. Students have access to the following tools;

• theoretical lectures • communication tutorials • x-raying of phantoms in the imaging laboratory • performing role plays • access to a virtual imaging laboratory • self-directed learning

Students were surveyed pre-clinical placement, and again following a 6 week clinical block. The survey was in the form of a Likert Scale and examined the perceived usefulness of the various learning tools in their preparation for confident performance during clinical placement.

Results Students (n=59) surveyed prior to their clinical placement demonstrated positive benefits of using a variety of learning tools to enhance their learning. 98.31% (n=58) of students agreed or strongly agreed that the theory lectures were a useful tool to enhance their learning. This was followed closely by 97% (n=57) of the students realising the value of performing role-play simulation prior to clinical placement. Tutorial engagement was considered useful for 93.22% (n=55) whilst 88.14% (n=52) reasoned that the x-raying of phantoms in the simulated radiographic laboratory was beneficial. Self-directed learning yielded 86.44% (n=51). The virtual reality simulation software was valuable for 72.41% (n=42 ) of the students. Of the 4 students that disagreed or strongly disagreed with the usefulness of any tool they strongly agreed to the usefulness of a minimum of one other learning tool.

Conclusion Based on the results to-date, the findings indicate that the available blended learning tools benefit all of the students in some way, and assist them to be more confident in attending a clinical department. The variety of tools as preferred by the student(s) highlights the importance of providing options for students of different learning styles to engage and provide individual motivation to learn.

Future Directions Post clinical block, the students were re-surveyed and the results indicated that the students’ perception of the effectiveness of every tool diminished. Future research could potentially focus on why students felt that at the completion of their clinical placement, the blended learning tools provided within the university setting were less effective than prior to their ‘real world’ experience.

4.64

4.33

4.71

4.11

4.43

4.07 3.93

3.04

4.82 4.57

4.25

3.82

0

1

2

3

4

5

6

pre post pre post pre post pre post pre post pre post

Theory Tutorials Phantoms MITIE Role Play Self

Comparison of perceived usefulness of blended learning tools pre and post clinical placement

Theory 98%

Tutorials 93%

Phantoms in lab 88%

MITIE 72%

Role Play 97%

Self-directed 86%

% of students that agreed or strongly agreed that each learning tool is

beneficial prior to clinical placement