Flipping histology in an undergraduate problem-based learning medical curriculum: A blended learning approach

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

With increasing use of digital technology in education, this monograph describes the evolution of the Histology (study of human
tissues) component in the first year of an integrated, undergraduate problem-based learning medical programme from didactic
and guided to a flipped, blended learning approach. Voice-over PowerPoints (VOPPs) freed face-to-face sessions for interactive
quizzes and clinical cases, supported by laboratory practicals and virtual microscopy. Feedback indicated an appreciation of the
multimodal delivery, with flexibility of when and how students accessed VOPPs in the flipped, blended learning approach.
Assessment analysis suggests engagement with the content and the development of the requisite skills.
Original languageEnglish
Pages (from-to)429-437
Number of pages9
Journal Medical Science Educator
Volume28
Issue number2
DOIs
Publication statusPublished - 1 Jun 2018

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Blended Learning
curriculum
learning
flexibility
education
student

Cite this

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Flipping histology in an undergraduate problem-based learning medical curriculum : A blended learning approach. / McLean, Michelle .

In: Medical Science Educator, Vol. 28, No. 2, 01.06.2018, p. 429-437.

Research output: Contribution to journalArticleResearchpeer-review

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