Implementation of interactive methodology in medical education

Blended learning approach, e-learning vs conventional learning

https://doi.org/10.21744/lingcure.v5nS4.1752

Authors

  • Kamilla Mahrlamova Dnipro State Medical University, Dnipro, Ukraine
  • Nadiia Chabanovych Scientific-Practical Center of Endovascular Neuroradiology, Kyiv, Ukraine

Keywords:

conventional learning, future doctors, learning strategy, medical students, online learning

Abstract

Nowadays, the acquisition of innovative approaches and techniques that use the Internet is one of the main goals for the development of higher medical education in Ukraine. Blending learning is an effective way to gain knowledge in medicine and such kind of education is carried out through educational programs and curriculum and was approved for each department by the scientific council of the university. This paper describes the effectiveness of blending learning in the preparation of medical students in Ukraine. The authors designed a course “Medical English for Specific Purpose” and implemented it into the educational process. From this research, it can be concluded that blending learning is an integral part of modern education with the ability to use collaborative and critical thinking skills. In such kind of education, the role of a teacher changes to the facilitator who involves and stimulates students to go through real problem solving and meaningful lifelong learning experiences.

Downloads

Download data is not yet available.

References

Afonso, R. C., Buttros, D. A. B., Sakabe, D., Paranhos, G. C., Garcia, L. M. C., Resende, M. B., & Ferraz-Neto, B. H. (2004, May). Future doctors and brain death: what is the prognosis?. In Transplantation proceedings (Vol. 36, No. 4, pp. 816-817). Elsevier. https://doi.org/10.1016/j.transproceed.2004.03.065

Avrakhova, L. Ya. (Ed.). (2018). English for medical students. Kyiv: Medicine.

Aziz, Z., & Hossain, M. A. (2010). A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics. Procedia-Social and Behavioral Sciences, 9, 53-62. https://doi.org/10.1016/j.sbspro.2010.12.115

Balasubramaniam, S. M., Bhargava, S., Agrawal, N., Asif, R., Chawngthu, L., Sinha, P., ... & Sood, B. (2018). Blending virtual with conventional learning to improve student midwifery skills in India. Nurse education in practice, 28, 163-167. https://doi.org/10.1016/j.nepr.2017.10.028

Cambridge Dictionary. Available at https://dictionary.cambridge.org/

Choudhary, A., & Gupta, V. (2015). Teaching communications skills to medical students: Introducing the fine art of medical practice. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S41.

Danchikov, E. A., Prodanova, N. A., Kovalenko, Y. N., & Bondarenko, T. G. (2021). The potential of online learning in modern conditions and its use at different levels of education. Linguistics and Culture Review, 5(S1), 578-586. https://doi.org/10.21744/lingcure.v5nS1.1442

Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26. https://doi.org/10.1016/j.edurev.2013.11.002

Flaherty, J. A., & Richman, J. A. (1993). Substance use and addiction among medical students, residents, and physicians. Psychiatric Clinics of North America, 16(1), 189-197. https://doi.org/10.1016/S0193-953X(18)30201-6

Geller, G., Faden, R. R., & Levine, D. M. (1990). Tolerance for ambiguity among medical students: implications for their selection, training and practice. Social science & medicine, 31(5), 619-624. https://doi.org/10.1016/0277-9536(90)90098-D

Gorghiu, G., Dr?ghicescu, L. M., Cristea, S., Petrescu, A. M., & Gorghiu, L. M. (2015). Problem-based learning-an efficient learning strategy in the science lessons context. Procedia-social and behavioral sciences, 191, 1865-1870. https://doi.org/10.1016/j.sbspro.2015.04.570

Grigorievna, B. T., Alekseevna, P. N., & Sotnikova, L. V. (2021). Distance learning as a strategic channel for the development of tutoring services. Linguistics and Culture Review, 5(S1), 529-537. https://doi.org/10.21744/lingcure.v5nS1.1437

Haq, C., Steele, D. J., Marchand, L., Seibert, C., & Brody, D. (2004). Integrating the art and science of medical practice: innovations in teaching medical communication skills. FAMILY MEDICINE-KANSAS CITY-, 36(1; SUPP), S43-S50.

Howard, R., & Brown, G. (Eds.). (1997). Teacher education for languages for specific purposes. Multilingual Matters.

Howe, A., Campion, P., Searle, J., & Smith, H. (2004). New perspectives—approaches to medical education at four new UK medical schools. Bmj, 329(7461), 327-331.

McCarter, S. (2009). Oxford English for Careers: Medicine 1 Student's Book. Oxford University Press.

McCullagh, M., Wright, R., & Wette, R. (2008). Good practice: Communication skills in English for the medical practitioner.

Muliarta, I. N. (2016). Medical waste and its management at wangaya hospital in Denpasar. International Research Journal of Management, IT and Social Sciences, 3(5), 94-102. Retrieved from https://sloap.org/journals/index.php/irjmis/article/view/371

Nerín, I., Guillén, D., Mas, A., & Crucelaegui, A. (2004). Evaluation of the influence of medical education on the smoking attitudes of future doctors. Archivos de Bronconeumología ((English Edition)), 40(8), 341-347. https://doi.org/10.1016/S1579-2129(06)60318-2

Otto, R. (2005). Cognitive, e-learning design and solution. New York: McMillan Publishing Company.

Parmelee, D. X., DeStephen, D., & Borges, N. J. (2009). Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical education online, 14(1), 4503.

Rees, C., Sheard, C., & McPherson, A. (2004). Medical students’ views and experiences of methods of teaching and learning communication skills. Patient education and counseling, 54(1), 119-121. https://doi.org/10.1016/S0738-3991(03)00196-4

Tomlinson, B. (2005). English as a foreign language: Matching procedures to the context of learning (pp. 161-178). Routledge.

Trong, N. P. N., Phi, N. T. N., Nguyen, L. T., Lan, N. M. ., & Thuy, P. N. T. . (2021). An assessment on impacts of online education on training quality and satisfaction of tourism undergraduate students in a private university and managerial implications for educators. International Research Journal of Management, IT and Social Sciences, 8(6), 534-547. https://doi.org/10.21744/irjmis.v8n6.1932

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94.

White, C. (2006). Distance learning of foreign languages. Language teaching, 39(4), 247-264.

Widana, I.K., Sumetri, N.W., Sutapa, I.K., Suryasa, W. (2021). Anthropometric measures for better cardiovascular and musculoskeletal health. Computer Applications in Engineering Education, 29(3), 550–561. https://doi.org/10.1002/cae.22202

Yigzaw, M., Tebekaw, Y., Kim, Y. M., Kols, A., Ayalew, F., & Eyassu, G. (2019). Comparing the effectiveness of a blended learning approach with a conventional learning approach for basic emergency obstetric and newborn care training in Ethiopia. Midwifery, 78, 42-49. https://doi.org/10.1016/j.midw.2019.07.014

Zavolzi, A. (2021). Translation professions involving mental capacity to learn lexical, structural, semantic, stylistic, pragmatic. Applied Translation, 15(1), 18–27. Retrieved from https://appliedtranslation.nyc/index.php/journal/article/view/1358

Zeiger, R. F. (2005). Towards continuous medical education. Journal of General Internal Medicine, 20(1), 91-94.

Published

2021-11-13

How to Cite

Mahrlamova, K., & Chabanovych, N. (2021). Implementation of interactive methodology in medical education: Blended learning approach, e-learning vs conventional learning. Linguistics and Culture Review, 5(S4), 1154-1160. https://doi.org/10.21744/lingcure.v5nS4.1752

Issue

Section

Research Articles