The Curious Case of Blended Learning: An Evaluation of a Curriculum Innovation in the Global Mental Health Master’s Programme

Laura Sharp; Dimitar Karadzhov; Julie Langan-Martin

doi:10.22037/jme.v17i3.22343

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v17i3.22343

The Curious Case of Blended Learning: An Evaluation of a Curriculum Innovation in the Global Mental Health Master’s Programme

Author(s):

Laura Sharp^1,*,

Dimitar Karadzhov²,

Julie Langan-Martin³

1Lecturer, Distance Learning Development Support, MSc Global Mental Health, University of Glasgow

2Research Assistant, MSc Global Mental Health, University of Glasgow

3Senior Clinical Lecturer in Psychiatry and Honorary Consultant Psychiatrist, University of Glasgow

Journal of Medical Education for Future Demands:Vol. 17, issue 3; e105640

Published online:Jan 08, 2019

Article type:Research Article

Received:Aug 02, 2018

Accepted:Oct 11, 2018

How to Cite:Laura Sharp, Dimitar Karadzhov, Julie Langan-Martin, The Curious Case of Blended Learning: An Evaluation of a Curriculum Innovation in the Global Mental Health Master’s Programme.J Med Edu.2019;17(3):e105640.https://doi.org/10.22037/jme.v17i3.22343.

Abstract

Background: This study aimed to evaluate students’ satisfaction, perceived utility and engagement with a range of Blended Learning (BL) resources, in the context of the staged introduction of BL within the MSc Global Mental Health Programme.Methods: A descriptive mixed methods design was employed. An electronic questionnaire was completed by 18 (90%) of the enrolled on-campus students. Eight of them opted to participate in a collaborative workshop aiming to corroborate and expand upon the questionnaire findings, and generate ideas for optimising the BL components.Results: Overall, students were satisfied with the quantity and usefulness of the BL materials.Specifically, the easy access to, and diversity of, learning activities were recognised as instrumental in stimulating innovative ways of thinking, in addition to improving subject-specific knowledge. Students starkly diverged according to their reported use of materials as the foundation of independent study as well as perceptions of the difficulty level of the modules. Students reported lacking the confidence and knowledge regarding integrating the breadth of learning resources effectively to support their learning. Collaboratively, the students helped generate actionable programmatic changes aimed at improving the curriculum cohesion and enhancing learner engagement.Conclusion: Systematic evaluation of the initial stages of BL is critical. This study demonstrated the complexities of the staged introduction of BL in terms of ensuring learning efficiency, student satisfaction, learner development and programme cohesion. This study enabled the identification of strategic and feasible high-impact areas for optimising BL, and transforming them into stages of change.

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Author(s):

Laura Sharp:[PubMed][Scholar]
Dimitar Karadzhov:[PubMed][Scholar]
Julie Langan-Martin:[PubMed][Scholar]