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Research Article Open access CC BY 4.0

Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program

Rania A. AlKhadragy, Shimaa E. ElAraby, Nahla Hassan, Mohamed A. Hefny, Wagdy Talaat

Journal of Education, Society and Behavioural Science · pp. 1–12 · Published 28 Feb 2018

10.9734/JESBS/2018/38657

Abstract

Most medical educators agreed that the Electronic Learning is a necessity nowadays and not a luxury shift. This study was conducted aiming at implementing and evaluating a blended educational course for third-year medical students at the Faculty of Medicine, Suez Canal University (FOMSCU). An interventional study was used, data collection tools included: Needs assessment questionnaire; E-learning experience questionnaire and a PBL Tutorial Assessment form.  Forty-seven percent (47%) were satisfied with overall quality of blended block materials and activities, 28% were not satisfied and 26% have a neutral response. When evaluating students’ group dynamics and performance by tutors in Problem -based sessions were more positive in PBL sessions during the blended block compared to previous sessions. The study concluded that students were in a larger percent satisfied with the implemented blended course. Furthermore, E-learning has a positive effect on the PBL sessions.

Information communication technology (ICT) online learning quality of e-learning; e-learning experience/ blended learning PBL

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Cited by 5

Development, Implementation and Evaluation of a Smartphone-Based Study Guide for Undergraduate Medical Students

Sarah Eltouny, Asmaa Abdel Nasser, Mohamed Hefny, Somaya Hosny · Asian Journal of Education and Social Studies · 2020

Challenges to Interprofessional Education: will e-Learning be the Magical Stick?

Adel Abdelaziz, Tayseer Mansour, Rania Alkhadragy · Advances in Medical Education and Practice · 2021

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