Blended Format Research Articles

Blended online learning for oncologists to improve skills in shared decision making about palliative chemotherapy: a pre-posttest evaluation

PurposeTo improve shared decision making (SDM) with advanced cancer patients, communication skills training for oncologists is needed. The purpose was to examine the effects of a blended online learning (i.e. e-learning and online training session) for oncologists about SDM in palliative oncological care and to compare this blended format with a more extensive, fully in-person face-to-face training format.MethodsA one-group pre-posttest design was adopted. Before (T0) and after (T2) training, participants conducted simulated consultations (SPAs) and surveys; after the e-learning (T1), an additional survey was filled out. The primary outcome was observed SDM (OPTION12 and 4SDM). Secondary outcomes included observed SDM per stage, SPA duration and decision made as well as oncologists’ self-reported knowledge, clinical behavioural intentions, satisfaction with the communication and evaluation of the training. Additionally, outcomes of the blended learning were compared with those of the face-to-face training cohort. Analyses were conducted in SPSS by linear mixed models.ResultsOncologists (n = 17) showed significantly higher SDM scores after the blended online learning. The individual stages of SDM and the number of times the decision was postponed as well as oncologists’ beliefs about capabilities, knowledge and satisfaction increased after the blended learning. Consultation duration was unchanged. The training was evaluated as satisfactory. When compared with the face-to-face training, the blended learning effects were smaller.ConclusionBlended online SDM training for oncologists was effective. However, the effects were smaller compared to face-to-face training. The availability of different training formats provides opportunities for tailoring training to the wishes and needs of learners.

Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?

Flexible learning addresses students’ needs for more flexibility and autonomy in shaping their learning process, and is often realised through online technologies in a blended learning design. While higher education institutions are increasingly considering replacing classroom time and offering more blended learning, current research is limited regarding its effectiveness and modifying design factors. This study analysed a flexible study programme with 133 courses in a blended learning design in different disciplines over more than 4 years with a mixed-methods approach. In the analysed flexible study programme, classroom instruction time was reduced by 51% and replaced with an online learning environment in a blended learning format (N students = 278). Student achievement was compared to the conventional study format (N students = 1068). The estimated summary effect size for the 133 blended learning courses analysed was close to, but not significantly different from, zero (d = − 0.0562, p = 0.3684). Although overall effectiveness was equivalent to the conventional study format, considerable variance in the effect sizes between the courses was observed. Based on the relative effect sizes of the courses and data from detailed analyses and surveys, heterogeneity can be explained by differences in the implementation quality of the educational design factors. Our results indicate that when implementing flexible study programmes in a blended learning design, particular attention should be paid to the following educational design principles: adequate course structure and guidance for students, activating learning tasks, stimulating interaction and social presence of teachers, and timely feedback on learning process and outcomes.

Artificial intelligence education for radiographers, an evaluation of a UK postgraduate educational intervention using participatory action research: a pilot study

BackgroundArtificial intelligence (AI)-enabled applications are increasingly being used in providing healthcare services, such as medical imaging support. Sufficient and appropriate education for medical imaging professionals is required for successful AI adoption. Although, currently, there are AI training programmes for radiologists, formal AI education for radiographers is lacking. Therefore, this study aimed to evaluate and discuss a postgraduate-level module on AI developed in the UK for radiographers.MethodologyA participatory action research methodology was applied, with participants recruited from the first cohort of students enrolled in this module and faculty members. Data were collected using online, semi-structured, individual interviews and focus group discussions. Textual data were processed using data-driven thematic analysis.ResultsSeven students and six faculty members participated in this evaluation. Results can be summarised in the following four themes: a. participants’ professional and educational backgrounds influenced their experiences, b. participants found the learning experience meaningful concerning module design, organisation, and pedagogical approaches, c. some module design and delivery aspects were identified as barriers to learning, and d. participants suggested how the ideal AI course could look like based on their experiences.ConclusionsThe findings of our work show that an AI module can assist educators/academics in developing similar AI education provisions for radiographers and other medical imaging and radiation sciences professionals. A blended learning delivery format, combined with customisable and contextualised content, using an interprofessional faculty approach is recommended for future similar courses.

Микрообучение как технология преподавания иностранного языка в неязыковом вузе

The aim of the work is to identify the features of micro-learning technology application in the foreign language education of students mastering the programs of non-linguistic universities. The scientific novelty of the study lies in a special approach to the definition of the notion of “micro-learning”, which is considered within the framework of the study as a technology that finds its application both in full-time and blended learning formats, and in the context of implementing a distance format of interaction between a foreign language teacher and a student audience. In the article, the author solves a number of tasks aimed at: studying the scientific experience of researchers on the problem of applying micro-learning in the practice of Russian non-linguistic universities; description of general approaches to the interpretation of the term “micro-learning”, presentation of the main characteristics of the named technology; determination of the advantages and disadvantages of such a format for organizing work in foreign language education of students, including distance learning; substantiation of micro-learning effectiveness in teaching English to students of non-linguistic universities. As a result of the work, it has been revealed that micro-learning can be used in the organization of the educational process of the university, since it meets the educational needs of a modern student. The paper outlines a range of methodological recommendations on the use of the technology under consideration in the framework of the educational process in a foreign language in higher education.

СРАВНИТЕЛЬНЫЙ АНАЛИЗ РОССИЙСКИХ И ЗАРУБЕЖНЫХ ТЕОРИЙ И ПРАКТИК ВНЕДРЕНИЯ СМЕШАННОГО ОБУЧЕНИЯ В ИНСТИТУТАХ ВЫСШЕГО ОБРАЗОВАНИЯ

The article explores a new pedagogical approach that has been gaining popularity in recent decades. This refers to a blened learning model that makes it possible to ensure the availability of higher education for various categories of students. Moreover, the transition to a new format of education was due to the unfavorable epidemiological situation in the world (Covid-19). To date, Russian and foreign researchers have made attempts to formulate the essence of this approach and the ways of its implementation in the educational process, however, theorized knowledge about blended learning and the practices of its implementation are still insufficient. For this reason, the organization of training in a blended format is still experimental. The article describes the experience of implementing a blended learning model in leading Russian and foreign universities, namely, the Massachusetts Institute of Technology, Imperial College London, the University of Maryland, Moscow State Institute of International Relations and Tomsk Polytechnic University. The teachers note that due to the fact that students study a part of the educational material on their own through information and communication technologies before the start of the classroom lessons, is freed up more time for analysis of received information. In this regard, the classroom lesson becomes a place for generating new ideas and proposals. Thus, when organizing blended learning, the role of the teacher changes – he acts not as a translator of ready-made knowledge, but as a consultant and adviser. Consequently, as a result of training, an independent personality is formed, capable of exploring and critically analyzing the information received.

Оценка эффективности смешанных образовательных технологий студентами разных направлений подготовки

As modern universities actively use various models of blended learning that combine traditional and digital learning technologies, it seems necessary to find their optimal integration and develop appropriate criteria for assessing the effectiveness of such integration in achieving educational objectives. The research is aimed at identifying trends and searching for reasons for the efficient, optimal or inefficient use of educational technologies when organizing the learning process in Russian universities in a blended format. The paper presents the results of the analysis of student assessments of the efficiency of the blended learning technologies (BLT) based on the unique system of criteria and methods introduced by the authors to study such efficiency. The main research method used was a survey in which 295 students took part from various academic programmes of St. Petersburg State University and Northern (Arctic) Federal University. Respondents were asked to evaluate the efficiency of BLT according to the effective, didactic and resource criteria. Based on statistical data processing, the following conclusions are drawn: students evaluate the employed BLT as optimal; readiness and interest of teachers (according to students) in creating comfortable and favorable conditions for blended learning is quite high, despite the existing difficulties in organization and technical maintenance of the equipment at the university level. At the same time, the survey revealed heterogeneity in the assessment of each criterion and determined differences in the assessments given by the students from different academic programmes.

Blended learning as a strategy for the adaptation of the educational process in the school before the war

The article examines the challenges facing education in Ukraine in connection with the war, in particular the preservation of the educational process in institutions of general secondary education, ensuring that students acquire high-quality learning results. Educational institutions are developing strategies for adaptation to new conditions, the basis of which is the development and implementation of models of blended learning of students. In the theoretical aspect, the essence of the concept of “blended learning”, various approaches to the classification of types of blended learning are considered, and such approaches are briefly characterized. The research data of the State Education Quality Service regarding methods of organizing education in Ukrainian schools in the 2022-2023 academic year are highlighted. To obtain empirical data, interviews were conducted with 20 principals of Ukrainian schools from different regions. Different models of blended learning, ways of their implementation in Ukrainian schools are analyzed. The “Flip Class” technology is characterized as the most optimal for use in blended learning conditions: with the aim of activating and motivating students. Rational distribution of time between asynchronous and synchronous learning modes. Models of lessons in the conditions of blended learning are proposed, as well as recommendations on the organization and conduct of such lessons are provided. Framework models for conducting lessons in a blended format, when synchronous and asynchronous modes alternate, are proposed for teachers.

From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership.

Blended learning has taken on new prominence in the fields of higher and continuing education, especially as programs have shifted in response to teaching in a global pandemic. The faculty at the Jönköping Academy's Masters in Quality Improvement and Leadership program has been offering a blended learning curriculum, based on four core design principles, since 2009. We studied key features of the enacted curriculum to understand conditions that can support an effective blended learning model. We used a case study approach underpinned by interactive research. Document analysis, a focus group, individual interviews, and stimulated recall interviews were used for data collection. Themes were identified through qualitative content analysis and data reduction, data display, and conclusion drawing. We grouped data into six emergent themes that clarify the enacted curriculum of an established Master's program: focusing on a common purpose, developing technical and relational knowledge and skills, linking theory and practice in the workplace, leveraging collaboration for mutual benefit, concentrating on leadership and coaching, and applying a blended and interprofessional learning model. Educators faced with increased demands to be flexible and to offer opportunities for distance education can learn from this case example of effective teaching of quality improvement and leadership in a blended format.

EMOTIONAL COMPETENCE OF A TEACHER OF A HIGHER EDUCATION INSTITUTION UNDER MARTIAL LAW

B a c k g r ou nd . The article deals with the issues of developing and maintaining the emotional competence of a higher education institution teacher under martial law. A list of problems in the field of higher education that arose during the period of martial law is provided, and legislative documents on support of higher education institutions in wartime are described. It is noted that before a teacher can provide psychological assistance to one of his/her students, he/she must first learn to help himself/herself. The article focuses on the conditions of martial law in Ukraine from 2022 to the present, and accordingly, higher education is facing realities in which each teacher must be competent not only in their field but also in providing various types of assistance to students, including first aid and psychological support. Under martial law, teachers must also become emotionally competent, which is what we will discuss in this article. In the activities of a modern teacher and psychologist, the professionally significant integral quality is "emotional compe- tence", which helps them to carry out effective interpersonal interaction, communication, personal development and health maintenance. This will help both the teacher and his/her professional activity. To outline the requirements for teachers and their necessary skills in the provision of educational services in face-to-face, distance and blended learning formats. To analyse the latest research on the problem of teacher's emotional competence under martial law. To substantiate the need for teachers to have this competence in accordance with the current conditions, in particular, with the continuation of the pandemic and the full-scale invasion of the Russian Federation into the territory of Ukraine. A comprehensive analysis of the emotional competence of a teacher of a higher education institution under martial law. Re su lt s. The article describes the structural components of the emotional competence of a teacher of a higher education institution under martial law. They include motivational, cognitive, activity and personal components. C onc lu si on s . Each component of the emotional competence of a teacher of a higher education institution is revealed in the conditions of martial law.

Personality Traits and Academic Motivation as Predictors of Attitudes towards Digital Educational Technologies among Russian University Students

In the modern era of digitalization, the development and implementation of digital educational technologies (DETs) have constantly been at the center of numerous discussions among teachers, psychologists, sociologists, physicians, etc. Moreover, the COVID-19 pandemic has simultaneously made DETs an integral part of contemporary social life around the world. However, both before and during the COVID-19 pandemic, little attention was paid to the study of the motivational and personality characteristics of university students, which would make it possible to predict their attitudes towards DETs and the effectiveness of their use in learning. The present study involved 173 Russian university students (61% - females) of various specialties (natural sciences, medicine and psychology), aged 17 to 26 years. Their attitudes towards DETs were measured according to The University Students’ Attitudes towards DET Questionnaire developed by the authors. To reveal their educational motivation, The Academic Motivation Scales by Gordeeva et al. were used. Their personality traits were identified using The NEO Five-Factor Inventory (adapted in Russian by Biryukov and Bodunov). For statistical analysis, the descriptive statistics methods, Mann - Whitney U test, and multiple regression analysis were used. The results of the study have shown that the scales of academic motivation have a greater impact on attitudes towards DETs among the university students as compared to personality traits. However, there is a specificity of these impacts in the students of different specialties, particularly in psychological students. The findings of this study indicate that taking into account such psychological factors as students’ academic motivation and personality traits can contribute to the optimal implementation of DETs in the educational process in blended and online formats.

Educational Strategies of the Post-Covid Era

Introduction: The COVID-19 pandemic not only challenged the entire educational architecture but also revealed the total unpreparedness of both the teaching and student body to navigate the educational trajectories in an era of uncertainty and digital challenges. The terminology that showed the population's engagement in the digital reality was put to the test, and the so-called "digital millennials" turned out to be under-digitized in practice. It turned out that the necessary level of digital competencies was possessed by a fairly limited group of students and teachers. And if the insufficient readiness of university teachers for blended learning formats and forced online learning can be explained by a number of quite understandable factors, the unpreparedness of young people for an effective transition to digital formats of educational interaction has necessitated a rethinking of the entire educational landscape.Purpose: To analyze the factors that have pre-determined the difficulties of forced online learning among students in higher education institutions.Materials and Methods: Students from various metropolitan and regional universities participated in-depth interviews, implemented in three focus groups. The results of the interviews were conceptualized by the authors in order to identify the main barriers to deep digitalization through the prism of student perception. The study involved students from the 3rd, 4th courses of full-time, evening, and correspondence departments, and undergraduates from the Institute of Veterinary Medicine, Veterinary Sanitary Examination and Agro-Security (N = 31), the Institute of Applied Biotechnology named after RAN Academician Iosif Alexandrovich Rogov (N = 33), the Institute of Biotechnology and Global Health (N = 32), the Institute of Industrial Engineering, Information Technologies and Mechatronics (N = 32) of the Russian Biotechnological University, Moscow, as well as the Russian Customs Academy, Lyubertsy (N = 12) and the Tambov State University named after G.R. Derzhavin (1), who were divided into 3 focus groups: 1st group - 3rd year students from metropolitan and regional universities; 2nd group – 4th-year students from metropolitan and regional universities; 3rd group – undergraduate students from metropolitan and regional universities.Results: The obtained results allowed us to identify a range of issues among students studying in regions and major cities: (1) a sedentary lifestyle during online learning, (2) technical and psychological difficulties, (3) the inability to conduct laboratory research and experiments, (4) difficulties related to the organization of examination and credit events, (5) gaps in knowledge due to the lack of face-to-face interaction with teachers in the context of home education.Conclusion: The results obtained allow for optimizing the development and adaptation of digital practice-oriented courses and their placement on online university platforms.

Application of blended integrated revision course in clinical surgery in West Africa in response to Covid-19 pandemic: perception of trainee surgeons.

This study assessed the surgery residents' evaluation of blended delivery of the 2020 Integrated Revision Course in Clinical Surgery (IRCCS) of the West African College of Surgeons undertaken as a result of COVID-19 pandemic. We performed a cross-sectional survey of 234 participants of the 2020 IRCCS using self-administered questionnaire. The survey assessed the previous traditional course and various aspects of the novel blended course using 5-point Likert scale. Overall, 186 (79.5%) responded. The blended course had overall mean rating of 4.92 (on a 5-point scale) compared to 4.05 for the previous traditional course. Of the virtual aspect of the blended course, didactic lectures had the best mean rating of 4.32, while unmanned OSCE had the least with mean rating of 3.30. Aspects of the multicentre component of the blended course were rated highly with conduct of manned OSCE receiving the best mean rating of 4.26. The major challenge of the blended course format was poor internet connectivity (n =102; 54.8%). Blended format of surgical training course is well rated by the surgery residents, and may be an effective means of delivery of clinical and non-clinical course contents during periods of disruption.

Application features of educational quests in the format of blended learning in higher educational establishments

In the process of work with students (post-graduate students, interns, teachers), the application of interactive forms of work has proven its effectiveness and relevance. At the same time, we should expand the methodological diversity of the interactive, involve such forms of work that best as possible meet the needs of the blended learning format.
 Quest as an interactive technology has many advantages – from a collective goal setting, definition of a strategy of movement to coordinated performance of intermediate tasks, search for substantiations and presentation of a collective decision. The main thing is that there are no obstacles to the realization of the educational quest, such as online or offline, because the help comes from the interactive board Miro.
 The purpose of the work is to substantiate the peculiarities of the application of the educational quest as a game technology in blended and distance education with the goal of deepening the motivation of students of higher education institutions of Ukraine, in particular medical ones; to intensify scientific research activities, to improve interaction in groups and teams, to promote the development of clinical thinking and communicative competence.
 Research methods. Theoretical (processing of the source base) and empirical (development and implementation of didactic quests in educational activities) research methods were used in the work. Due to the combination of these components, the expediency of application of quest-technologies in a blended form of education in higher education institutions is substantiated.
 Conclusions. Thanks to the involvement of quests, those who study will not only save motivation, but they will also structure, renew, update the acquired knowledge for further professional growth.
 Quests do not require students to be physically present in the classroom, and under the condition of a proper organization (script, route sheets for teams), the final result of their conducting in the format of blended education (through ZOOM, MIRO, another online platform for group work) is quite high.
 It is also interesting to note that quests in the form close to the competition, provide the opportunity to carry out summative and formative assessment, which is extremely important for monitoring the quality of knowledge.
 The application of educational quests in higher medical education with the involvement of interactive online boards opens up the opportunity to provide active interaction of subjects of training in conditions of a blended format.
 During the quest, the teacher performs the functions of a moderator, since organizational moments and the working atmosphere during group communication depend on him, as well as possible help in the form of vector direction (if the discussion has reached a dead end), and substantiation of the final results.

Implementation of a Multilingual Blended Learning Course for Non-formal and Informal Adult Learning during the COVID-19 Pandemic

Due to the COVID19 pandemic, traditional face-to-face learning was replaced by distance education, e-learning, online learning and blended learning at all education levels, including adult education. Learning Management Systems (LMS) are crucial in organising an efficient pedagogical process online and ensuringthat learners attain learning outcomes. The current research, conducted in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and Czechia, evaluates the suitability of the LMS to non-formal and informal adult learning for various target groups when face-to-face adult education was restricted. The research involved 638 participants, 209 of them were learners with barriers to learning. The participants studied the blended learning course created for non-formal and informal adult learning and filled in a feedback questionnaire after its acquisition. The results indicate overall learner satisfaction with the LMS and the course delivery, and the suitability of the LMS for regular adult learners and learners with cultural, social, and geographic barriers to learning both for non-formal and informal learning. The LMS is suitable for learners with economic obstacles for non-formal learning. However, learners with learning difficulties require special pedagogical approaches to support them to acquire the course in an online-only blended learning format.

Prioritising the content and delivery of a work-focused intervention for women with breast cancer using the nominal group technique.

Increased breast cancer survivorship has prompted a focus on optimising quality of life for this cohort, including reintegration into employment. Despite this, there remains a lack of work-focused interventions to support work outcomes for women living with and beyond breast cancer. The aim of this study was to prioritise the content and delivery of a work-focused intervention for women living with and beyond breast cancer. Twelve stakeholders including women living with and beyond breast cancer, healthcare professionals, cancer support centre staff, and policy informers were invited to participate in an online discussion using the Nominal Group Technique (NGT) to determine priorities for a work-focused intervention. The NGT seeks consensus through four steps; (i) idea generation, (ii) discussion among the group, (iii) refining ideas, and (iv) ranking preference for ideas through anonymised voting. Intervention content prioritised included managing cancer-related symptoms and work-specific factors. Consensus was made for a blended delivery format (mix of group and individual sessions), and blended delivery (face-to-face and online). Findings indicated a preference for a six-week intervention, with 90-120 minute sessions. Community-based settings were preferred over hospital-based services for the setting of a work-focused intervention. Zoom Video Communications Inc. was the preferred setting to deliver an online intervention. Stakeholder priorities informed the content and delivery of a work-focused intervention for women with breast cancer. A pilot of the proposed intervention will be conducted to test for feasibility and acceptability.

USE OF DIGITAL SERVICES AND TOOLS IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS

The scientific article is devoted to the issue softraining future music teachers, in particular, the use of modern digital services, tools, information technologies and resources in distance and blended learning in institutions of higher pedagogical education. The purpose of the article consists ingeneralization of the information on modern teaching tools, in particular digital services and tools, which are expedient to use indistance and blended learning format in the training of future music teachers. The legal framework is presented, which determines the need for the active implementation of computer educational technologies and increasing the digital competence of scientific and pedagogical workers, in particular: the Framework of Digital Competence for Citizens of Ukraine (2021), the Concept of the Development of Digital Competences (2021), the Conceptual and Reference Framework Digital Competence of Pedagogical and Scientific-Pedagogical Workers (project 2021), etc. The essence of the concept "digital competence" isrevealed. The classification of modern teaching aids, which are used when training future music teachers indistance and blended formofeducation, is presented: traditional (simpleandcomplex), multimedia (traditional, electronic, hardware, software), mobile (toolsforlearningmobilecontent, mobileapplications), digital (services, educationalplatforms). The article pays special attention to digital service sand tools used for teaching and learning music in Ukraine and China. The requirements for the effective use of distance and blended learning tools are defined. It was concluded that the use of distance and blended learning tools, in particular multimedia, mobile and digital tools, is aimedat forming both the professional and digital competence of future music teachers, the development of the irdigitalliteracy. Prospects for furtherscientific research are outlined, which consist in the study and analysis of the experience of using digital tools in the process of training music teachers in the People's Republic of China in the "Internet+" era.

Peer assessment approach to promote clinical communication skills in a blended learning course of early clinical exposure

Background: Blended learning offers opportunities for the complexity of learning in clinical education. Student peer assessment is widely used as a form of formative assessment in early clinical exposure programs, especially clinical communication skills training. This study aimed to describe clinical communication skills competencies of second-year students and to identify the relationships between peer and faculty assessment of communication skills in a blended learning program format. Methods: A total of 474 second-year general medical students and dental students participated in the study. Peer and lecturer assessment forms with a 5-point Likert scale according to the Calgary-Cambridge guide format were used to evaluate students’ performance of basic communication skills, relationship building, and history taking. Pearson’s correlation coefficients and paired t-test were applied. A p-value < 0.05 was considered statistically significant. Results: Most of students were rated at distinction level (score at 7-8.4) in communication skills. Mean of the overall score by peer and faculty assessment were 7.46 ± 1.03 and 7.17 ± 0.68, respectively. Peers rarely provided negative ratings on subcategories of communication skills. Skills of understanding the patient’s perspectives and gathering information were the most reported skills needed to improve among students. Significant positive correlations were found between peer and faculty evaluations for building relationship, establishing initial rapport, and gathering information domains (p < 0.01). Students tended to grade their colleagues higher for building relationship (3.88 ± 0.62) and establishing initial rapport domains (3.72 ± 0.61) than other domains, meanwhile, teachers tended to grade building relationship (3.80 ± 0.55) and gathering information domains (3.64 ± 0.38) higher than other domains. Conclusion: The findings suggest that student peer evaluation can be valuable for clinical education. As part of a formative assessment, it can be also used for faculty to evaluate students’ clinical communication skills performance in innovative medical education programs. Key words: peer assessment, clinical communication skills, practice of medicine, early clinical practice, blended learning.

A new wave of leaders: Early evaluation of the interdisciplinary Foundations of Leadership in Radiation Oncology (FLiRO) program.

Effective leadership across all areas of radiation oncology (RO) is vital to fully realise the benefits of radiation therapy in cancer care. We report outcomes of a novel interdisciplinary leadership program designed for RO professionals under a global joint society initiative. The Foundations of Leadership in RO (FLiRO) program was designed for aspiring RO leaders. Initially delivered in a blended learning format, it was adapted to fully virtual in 2021. It comprised a webinar tutorial, on-line modules and homework followed by 'live' in-person/virtual workshops over an approximately 6-week period. Topics included personal awareness, effective teamwork, quality improvement skills, leading change and conflict management. An immediate post-program online survey was performed using Likert scales to measure self-reported educational value, interaction with others and the likely application of learning to practice. Open comments were invited. 170 participants from 36 countries and 6 continents took part from 2018 to 2021 (99 doctors, 36 physicists, 32 radiation therapists/RTTs and 3 others). 141 (83%) participants responded to the post-program survey. Average weightings for responders' views on whether pre-determined learning objectives were met ranged from 4.30 to 4.61 on a 5-point scale (1='not met at all' and 5=completely met). For the question addressing potential value of learning for application to their workplace, 124 of 130 (95%) of responders indicated that FLIRO would be 'very useful' or 'extremely useful'. Initial evaluation of the FLiRO program supports its continuation and expansion with ongoing evolution based on emerging evidence around leadership education and participant feedback.

Вопросы обучения иностранных студентов в медицинских вузах в период пандемии COVID-19

Background: The pandemic of the new coronavirus COVID-19 has affected all aspects of modern society. The higher medical education is no exception here. The borders closure by many countries has created a situation where the education in another country became possible only in a virtual format. The way the quality of education was affected will become clear later. But the effectiveness of work in this area mainly depends on the acceptance or rejection of the new forms of education by students. A study conducted by the International Relations Office of Volgograd State Medical University in February-April 2021 was dedicated to the study of this issue. Aim: Тo determine the projections the application of a blended format of teaching to medical students in the post-Covid period in order to optimize the development of educational programs and improve international cooperation in this area. Methods: The field of study included a questionnaire developed in Google forms. The Processing of questionnaires is automated. Editing and coding of information, statistical analysis, comparative analysis, combinatorial analysis using the SPSS program have been carried out. The study was conducted at medical universities in 8 countries in different regions of the world. The article discusses research results in Russia. General population – 1835 international students for March, 1, 2021. N = 320. Confidence – 97 %. Research hypothesis: The transition to online education during a pandemic allows students continue medical education with minimum interruption. In general, they adapt well in the digital environment, however, they consider its disadvantages as: the lack of direct guidance from teachers in the development of practical skills and the absence of personal contacts. In the future, the online train-ing format can be considered as supplementary, but not the main one in the process of training of doctors. Results: Practical recommendations have been developed for the development of international relations in higher medical educa-tion using blended teaching methods, both in regular and in emergency situations. Conclusion: Comparing these data, we can conclude that studying in a foreign medical university is assessed by students higher than education in their own country, they value the acquired knowledge more and choose those forms of training that are most advantageous for their professional development.

Predictors of National Physical Therapy Examination Failure in Graduates of a Blended Doctor of Physical Therapy Program.

Passing the National Physical Therapy Examination (NPTE) is a necessary step in progressing into a professional career. The purpose of this study was to identify student factors that predicted failure on the first attempt of the NPTE in graduates of a blended Doctor of Physical Therapy (DPT) program. Student factors that may affect NPTE outcomes have been studied in traditional physical therapist education programs but have not been studied in blended programs. Blended instruction is a delivery format that combines distance asynchronous learning and face-to-face synchronous learning in a complementary way. Two hundred ten graduates from 6 consecutive cohorts of a DPT program taught in a blended format. Retrospective observational cohort design. Demographic, preadmission, and in-program academic data and NPTE pass/fail status were collected. Variables were analyzed with forward stepwise logistic regression for their ability to predict first-time NPTE failure. Receiver operating characteristic curves were plotted to determine cut points of predictive variables. Two regression analyses were conducted. First, an analysis of all variables identified 3 significant predictors: comprehensive examination score, cumulative third-year grade point average, and Graduate Record Examination Verbal Reasoning (GRE-V) score, which explained 43.2% of the variance. The second analysis excluded variables occurring late in matriculation to identify early occurring predictors. This yielded 2 early predictive variables, GRE-V score and academic difficulty, which explained 29.5% of the variance. To our knowledge, this is the first study of predictors of NPTE outcomes in blended DPT program graduates. Like previous studies, a mix of preadmission and in-program factors predicted first-time NPTE failure. These findings may help inform admissions policies, academic advising processes, and academic warning policies in blended programs. Future research is needed to explore factors unique to blended educational settings and the qualities of the students they attract.