Abstract
BackgroundA blended learning environment is multifaceted and widely used in medical education. However, there is no validated instrument for exploring students’ learning in a blended learning environment in medical programs. This study aimed to develop and validate an instrument for exploring how medical students learn in an undergraduate medical program that employs a blended learning approach.MethodUsing Artino’s seven step approach, we developed a questionnaire to investigate how medical students learn in a blended learning environment. For pilot testing, 120 students completed this 19-item questionnaire. These 19-items were evaluated for construct and convergent validity across an expert medical education panel. Further item testing was analysed with principal component analysis (PCA) with varimax rotation for item reduction and factor estimation. Hence, validity was thoroughly addressed to ensure the questionnaire was representative of the key focus questions. Cronbach’s Alpha was used for item reliability testing, and Spearman’s Rho was used for the correlation between the questionnaire items and the extensively used MSLQ. Hence, validity and reliability were systematically addressed.ResultsExploratory Factor analysis identified four factors F1 and F3: Resources: Accessibility & Guidance (14-items), F2: Learning behaviours: Social and Contextual (5-items), and F4: Motivational factors: Intrinsic and Extrinsic Motivation (4-items). Internal consistency and reliability tests were satisfactory (Cronbach’s Alpha ranged from 0.764 to 0.770).ConclusionsThe resulting Blended Learning Questionnaire (BLQ) was determined to be a reliable instrument to explore undergraduate medical students’ learning in a blended learning environment.
Highlights
The implementations of blended learning into medical education curricula have seen many pedagogical adaptations
Self-regulated learning (SRL) is where the student is behaviourally active and proactive in the learning progression, using goal setting, evaluation and reflection which is driven by motivation to reach their goal [6]
Data collection Methods Stage 1: Item Development process and content validity Firstly, a scoping review was conducted in our previous work which showed it is important to understand medical students’ study habits and how they apply SRL in a blended learning (BL) environment
Summary
The implementations of blended learning into medical education curricula have seen many pedagogical adaptations. Students plan and set out their strategies, actively make changes to their goals and adjust their techniques to accomplish their aim This dynamic participation by the learner ensures that they are constantly reflecting and evaluating the level of success of their implemented strategies in a systematically structured process [5]. Self-regulated learning (SRL) is where the student is behaviourally active and proactive in the learning progression, using goal setting, evaluation and reflection which is driven by motivation to reach their goal [6] By implementing these strategies, learners can become successful life-long learners. In particular, need to keep up with medical progression and need to be lifelong learners [4, 7] To the novice, this process may be challenging and may be dependent on the social supports available and the physical learning environment. This study aimed to develop and validate an instrument for exploring how medical students learn in an undergraduate medical program that employs a blended learning approach
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