Blended Learning Curriculum Research Articles

Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change

This narrative inquiry explores teacher ownership of curriculum change by examining how a blended learning program was put into action in a Colombian tertiary institution. In particular, the study aimed to examine the experiences of two English language teachers as they grappled with and managed the changes brought about by their involvement in the implementation of a blended learning curriculum. Data collection methods included narrative interviews and field notes from classroom observation. Findings indicate that switching to blended learning is a complex enterprise that goes beyond ‘getting the mix right’, as multiple individual and institutional factors come to shape teachers’ implementation experiences. Depending on the extent to which their aspirations, beliefs and actions are aligned to the expectations of influential others and the culture of the organization, teachers can find it more or less difficult to perform stable professional identities and develop ownership of their practice. This study highlights the importance of considering ways in which tensions can be both managed and used as reflective opportunities to help teachers and change leaders implement BL programs more effectively.

A blended learning curriculum for training peer researchers to conduct community-based participatory research

ABSTRACTPeer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.

Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses

One feature of self-paced online courses is greater learner control over the timing of their work in a course. However, the greater timing flexibility that learners enjoy in such environments may play a different role in the learning process than has been previously observed in formal online or face-to-face courses. As such, the study of work timing merits further investigation. Toward this goal, this study forwards two measures that represent the timing of coursework: 1) the timing index, or the degree to which a participant completes 50% of their work, and 2) the spacing count, the frequency of work performed across the course timeframe. In this study, the authors demonstrate the use of these measures from a data set of 42 U.S. middle-school teachers who participated in a self-paced, online professional development course to support teacher implementation of a new blended-learning curriculum. Using the two measures, the authors identify timing behaviours of participants and examine the effects that timing has on teacher self-efficacy after completing the course. The two measures and visualizations demonstrated in this paper yield useful individual-level variables for course timing that can be used for further study on the effects on learning outcomes.

Medicine in the digital age : Telemedicine in medical school education

The increasing digitization of our lives and work has also reached medicine and is changing the profession of medical doctors. The modern forms of communication and cooperation in everyday medical practice demand new skills and qualifications. To enable future doctors to comply with this digitally competent profile, an innovative blended learning curriculum was developed and first implemented at the University Medical Center Mainz in summer semester 2017-Medicine in the Digital Age. The teaching concept encompasses five modules, each consisting of an e‑learning unit and a 3-hour classroom course. This publication presents the teaching concept, the initial implementation and evaluation of the module "Telemedicine". The competency development in the field of telemedicine showed asignificant increase for the subcomponents "knowledge" and "skills". The neutral attitude towards telemedicine at the beginning of the module could be changed to apositive opinion after the session. The teaching of digital skills is arelevant component of future curriculum development in medical studies and also achallenge for continuing medical education.

Digital apartheid and the effect of mobile technology during rural fieldwork

Fourth year occupational therapy students at the University of the Witwatersrand attend a three-week rural fieldwork placement. During this time, they are in a resource-limited environment with limited access to their usual Virtual Learning Environment (VLE) in a blended learning curriculum, thereby contributing to 'digital apartheid' between students from different socioeconomic backgrounds. This study investigates the effect of mobile technology during rural fieldwork to address 'digital apartheid'. A self-reporting pre-test post-test survey design was used. Students self-evaluated their understanding of fieldwork learning objectives at the start of the year and again midyear. Rural fieldwork marks were collected midyear. The experimental group (n=l3) accessed the VLE via the mobile technology, whereas the control group (n0=7) did not. Data were analysed for significance and effect size. While there was no significant difference in the student marks (p=0.27), there was a significant effect on self-evaluated knowledge gain for the experimental group's rural fieldwork learning objectives (d=2.02) which was a notably larger effect size than their other fieldwork learning objectives (d=l.36) and that of the control group's learning objectives. The use of mobile technology during rural fieldwork was a successful strategy towards 'digital democracy' by allowing students equal access to access the VLE. Key words: Digital apartheid, mobile learning, mobile technology,occupational therapy, blended learning, rural clinical fieldwork

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education

BackgroundA major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. ObjectivesThis paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. DesignEmploying a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. MethodsFeasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. ResultsStandard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. ConclusionsThe analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated.

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial

BackgroundAdequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence.MethodsWe introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course “Evidence-based Medicine” for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students’ pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen’s d, r) based on adjusted means and standard deviations.ResultsAll of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen’s d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p < .05, d = .94, r = .42 (95% CI: [.26, .57]). However, in the subgroup of participants with a high initial numeracy score no similar effect could be observed.ConclusionDedicated training can improve relevant components of risk competence of medical students. An already promising overall effect of the blended learning approach can be improved significantly by implementing a test-enhanced learning design, namely repeated testing. As students with a high initial numeracy score did not profit equally from repeated testing, target-group specific opt-out may be offered.

Timing and Spacing of Work as Predictors of Confidence in Self-Paced, Online Teacher Professional Development

In this study, the authors examine two aspects of the timing of work in an online, self-paced PD: (a) the time at which a majority of overall work is completed by participants, and (b) the frequency of work across the course timeframe. In the study, 42 middle-school teachers participated in an online PD to support novice teachers in increasing their confidence with the implementation of a problem-based, blended learning curriculum. The authors forward two novel measurement methods to examine the effects of timing of work on confidence using online server interaction logs. The findings challenge conventional assumptions about when work is completed and the perceived benefits of spreading out work over long periods of time.

Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment

ABSTRACTThe concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.

Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom lectures and discussions, were conducted to enhance 32 journalism students' critical-thinking dispositions and skills. Repeated measure analysis of variance on test scores and analyses of open questions found that the participants significantly improved their critical thinking skills and dispositions through the gamified platform with the experimental instruction in a blended learning environment. The findings suggest that providing clear goals, challenges and quests, feedback, competition and cooperation, actual grading and visible status, access/ unlocking content, onboarding time restrictions, freedom of choice, and new identities and roles, as well as avoidance of over-justification, contributes to achieving a “meaningful gamification” experience, which may further lead to self-determined learning in critical thinking.

Airway Management: A Structured Curriculum for Critical Care Transport Providers

ObjectiveAirway assessment and management are vital skills for the critical care transport provider. Nurses and paramedics often enter a transport program with limited or no exposure to airway management. Many programs lack a structured curriculum to show skill competence. Optimal methods in the development of airway management competence and the frequency of training needed to maintain skills have not been clearly defined. Because of this lack of standardization, the actual level of competence in both new and experienced critical care transport providers is unknown. MethodsA pretest, post-test repeated measures approach using an online curriculum combined with a deliberate practice model was used. Competence in airway management was measured using 3 evaluation points: static mannequin head, simulation scenario, and the live patient. ResultsA convenience sample of critical care transport providers participated (N = 9). Knowledge improvement was significant, with a higher percentage of participants scoring above 85% on the post-test compared with the pretest (P = .028). Mean scores in completion of the airway checklist pre- versus postintervention were significantly increased on all 3 evaluation points (P < .001 for all comparisons). Significant changes were noted in the response profile evaluating participants' confidence in their ability to verbalize indications for endotracheal intubation (P < .05). ConclusionThe development of a standardized, blended learning curriculum combined with deliberate simulation practice and rigorous assessment showed improvements in multiple areas of airway assessment and management.

Rapid Development and Deployment of Ebola Readiness Training Across an Academic Health System: The Critical Role of Simulation Education, Consulting, and Systems Integration.

In this article, we describe an Ebola preparedness initiative with implementation across an academic health system. Key stakeholder centers of various disciplines and clinical experts collaborated in the development and design. Subject matter experts in the areas of Centers for Disease Control and Prevention and World Health Organization protocols for personal protective equipment donning and doffing conducted initial train-the-trainer sessions for program instructors. These trainers represented a cross-section of key clinical responders and environmental services. Through a parallel development process, a blended learning curriculum consisting of online modules followed by on-site training sessions was developed and implemented in both the simulation laboratory and the actual clinical care spaces in preparation for a Department of Health inspection. Lessons learned included identification of the need for iterative refinement based on instructor and trainee feedback, the lack of tolerance of practitioners in wearing full-body personal protective equipment for extended periods, and the ability of a large system to mount a rapid response to a potential public health threat through leveraging of expertise of its Simulation Program, Center for Quality, Safety and Innovation as well as a wide variety of clinical departments.

Bridging the gap: The design of a survivorship curriculum for interspecialty collaboration.

13 Background: Interspecialty learning between trainees from different postgraduate training programs is unusual in Canada. Primary care providers (PCPs) have an increasing role in the provision of survivorship care in collaboration with cancer specialists (ONC), but coordination of care is often lacking and avenues for joint learning and interaction among these physicians are limited during residency. We are piloting a learning suite (LS) for PCP and ONC trainees in MB, ON &amp; BC as part of a pan-Canadian study on integration of care between primary and cancer specialty care. Methods: Using Kern’s Six-Step Approach to Curriculum Design, a national team of experts conducted surveys and focus groups with postgraduate program directors, cancer survivors, and trainees. We set learning objectives as informed by the needs assessment and used constructive alignment to build the curriculum in a blended learning format: online, workshop and clinical. We are assessing inter-disciplinary learning outcomes comparing pre and post results on a modified Readiness for Interprofessional Learning Scale (M-RIPLS) in three pilot sites in 2015 with about 40 family medicine and oncology trainees. Results: Learning materials have been developed for a mixed audience of trainees. The interactive, one hour online session addresses cancer epidemiology, the domains of survivorship care, and specific issues in follow-up care for three cancer types, as well as province-specific survivorship initiatives. This is followed by a two hour, case-based learning workshop that focuses on collaboration and shared care. A clinical experience in cancer follow-up clinics concludes the LS. In PCP training sites without a nearby cancer centre, trainees are able to review videos of actual transitional appointments and follow-up clinics and of the cancer centre/oncologist perspective on shared care. Pilots are ongoing in 2015 with national rollout in 2016. Conclusions: We expect that learning together in residency will impact on attitudes towards interspecialty collaboration in the care of cancer survivors. This interspecialty, blended learning curriculum will enhance the place of survivorship training in the postgraduate education of Canadian physicians.

Integrating primary care and cancer care in survivorship: A collaborative approach.

103 Background: Primary care providers (PCPs) have an important role in the provision of survivorship care. While there is evidence to support the feasibility and safety of PCP-led survivorship care, there are gaps in knowledge about how to best integrate providers to support transitions, enhance quality of care, increase system efficiencies, and improve patient and provider satisfaction. Methods: A pan-Canadian study comprised of three projects has been initiated to address three key aspects of care integration, based on a previously described system performance framework. Functional integration will be studied through the evaluation of electronic survivorship care plans using a prospective cohort of breast and colorectal cancer patients with pre and post measures of knowledge, care coordination, and satisfaction. Vertical integration will be evaluated through a series of descriptive case studies to document structures and processes that are currently in place to support PCP re-referral to regional cancer centres. Clinical integration will be studied through the development and evaluation of an interspecialty survivorship training curriculum for oncology and family medicine trainees. Results: Functional integration: Development of an electronic platform for care plan outputs is complete. Two sites in Ontario (ON) and one in British Columbia (BC) have been selected to study the impact on 200 patients and their providers. Vertical integration: Using a study-specific interview guide, 48 semi-structured key informant interviews have been successfully conducted in ON; 15 interviews are planned for Manitoba (MB) and 15 for BC. Clinical Integration: a National Advisory Committee was established and needs assessments were performed with postgraduate program directors, cancer survivors, and trainees using online surveys and focus groups. A blended learning curriculum is being piloted in MB, ON, and BC in 2015. Conclusions: Integrating primary care and cancer care in survivorship requires a collaborative approach that begins in residency, supports PCPs with clear mechanisms for re-entry, and optimizes communication. This study will inform approaches to enhancing provider integration and survivorship care.

Co-Creating a Blended Learning Curriculum in Transition to Higher Education: A Student Viewpoint

Involving students in the design and development of their curriculum is well established in Higher Education but comes with challenges and concerns for both the staff and students. This is not a simple concept and understanding more about the experiences of the student co-creators supports others in developing this aspect of curriculum design. This small scale project uses the individual and collective voices of five second year students who worked with one programme team to co-create a transition module to support new learners entering university. The study explores the co-creation experience and the student’s response to the feedback their co-created curriculum received when it was run for the first time. The study was designed to consider if co-creation of a module was beneficial to the students involved in its co-creation. The findings explored issues in relation to the experience, the actual design of the materials and how this could be developed. The students enjoyed the co-creation, felt appreciated and listened to and felt that this was a positive learning experience. They realised how difficult it is to please everybody and gained a much better appreciation of building learning experiences for others to use. The research highlights the fact that with regards to curriculum development within universities that students should be involved in co-creation as they have an understanding of the requirements of learning form a student perspective. Whilst student satisfaction cannot be necessarily be measured directly, the anecdotal comments from students involved in this project as they graduate are the values they place on the opportunities afforded to them.

Bedside ultrasound curriculum for medical students: report of a blended learning curriculum implementation and validation.

Medical students on clinical rotations rarely receive formal bedside ultrasound (BUS) training. We designed, implemented, and evaluated a standardized BUS curriculum for medical students on their Emergency Medicine (EM) rotation. Teaching was aimed toward influencing four cognitive and psychomotor learning domains: BUS instrumentation knowledge, image interpretation, image acquisition, and procedural guidance. Participants viewed three instructional Web-based tutorials on BUS instrumentation, the Focused Assessment for Sonography in Trauma (FAST) examination and ultrasound-guided central venous catheter (CVC) placement. Subsequently, participants attended a 3-hour hands-on training session to discuss the same content area and practice with faculty coaches. A Web-based, multiple-choice questionnaire was administered before and after the session. During the final week of the rotation, students returned for skills assessments on FAST image acquisition and CVC placement. Forty-five medical students on an EM rotation were enrolled. Sonographic knowledge overall mean score improved significantly from 66.6% (SD ±11.2) to 85.7% (SD ±10.0), corresponding to a mean difference of 19.1% (95% CI 15.5-22.7; p < 0.001). There were high pass rates for FAST (89.0%, 40/45) and CVC (96.0%, 43/45) skills assessments. There was no significant difference between medical student posttest and EM resident test scores 85.7% (SD ±10.0) and 88.1% (SD ± 7.6) (p = 0.40), respectively. A formal BUS curriculum for medical students on EM rotation positively influenced performance in several key learning domains. As BUS competency is required for residency in EM and other specialties, medical schools could consider routinely incorporating BUS teaching into their clinical rotation curricula.

Using Technology to Shift Education Paradigms in Low-Resource Environments

As innovative and exponential technologies make their way into development projects and humanitarian aid interventions, pioneers are just starting to codify and publish their best practices, for example UNICEF’s Child-Friendly Technology Framework. Code Innovation designed and lead the Connecting Classrooms project over seven years, bringing technology and education innovations to secondary school students, out-of-school youth and young adults in eleven countries around sub-Saharan Africa. The majority of participants had never experienced being connected to the Internet and there were numerous and ongoing challenges. Using collaborative teaching methodologies and a group learning approach, the program brought young people and their teachers or adult facilitators through a blended learning curriculum around key issues of shared global concern. This paper seeks to expand on lessons learned from the program to make recommendations for others to get the greatest leverage out of technology-supported education initiatives. As there is relatively little research published around multi-year technology for education projects in developing countries to date, this article strives to offer some best practices and lessons learned that will guide similar initiatives in the future.

Navigating E-Learning and Blended Learning for Pre-service Teachers: Redesigning for Engagement, Access and Efficiency

Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps the evaluation research activities to the design and development cycle of e-learning tools and learning tasks was adopted (Phillips et al., 2012). The research took a participatory format involving ongoing reflective exchange with pre-service teachers with the aim of transforming practice. The article presents the context of e-learning, blended learning and drivers of curriculum renewal in teacher education at a regional institution and discusses the phases of the redesign project which adopted an action research approach. Finally the paper discusses the implications of the redesign for informing future practice and in approaching e-learning and blended learning curriculum design.

Board 104 - Program Innovations Abstract Expanding Simulation-Based Medical Education to Ecuador (Submission #1031)

Introduction/Background Recently, there has been a shift in attitudes to recognize the need for formalized faculty development courses and innovative teaching methodologies to improve medical education worldwide.1 In response to such a demand, the use of simulation-based medical education (SBME) has increased dramatically. Research on SBME has shown that there is a core set of best practices required to produce optimal results, requiring detailed curriculum design and trained instructors.2 General practitioners in Ecuador have expressed the need for a simulation-based training program to improve current knowledge, skills and attitudes related to advancements in educational technologies, novel educational methods and improved healthcare practices. To date, there is not an active dedicated simulation center or simulation-based educational curriculum in Ecuador. We propose a novel simulation-based, blended learning curriculum geared towards General Practitioners and healthcare educators in Ecuador. The goal of our project is to introduce low-cost, high-quality teaching principles and strategies that are both 1) tailored to a specific cultural and contextual setting and 2) sustainable for continued curricular implementation. Methods Effectively deploying a simulations-based curriculum to a new institution and nation requires a multi-tiered approach regarding institutional design, faculty development and simulation-based educational curricula. In partnership with the Andean Health and Development organization, we initiated the first phase of our project by traveling to Ecuador to perform a targeted needs assessment 3, where we anonymously surveyed a random cohort of physicians, nurses and paramedics (n=18). The survey asked questions regarding current educational practices in medical education, as well as current perceived needs and challenges for medical education in Ecuador. Qualitative data was analyzed for descriptive purposes. In addition, we piloted a two-day "Introduction to Simulation" course in one of the largest rural hospitals in Santo Domingo, Ecuador. The introductory course offered a blend of didactics and simulations-based hands-on application in the areas of educational theory, the basics of simulation, case design, instructor debriefing, as well as the technological and logistical aspects of designing a simulation center. We held the course in Ecuador’s soon to be first dedicated simulation center, in Santo Domingo and had healthcare professionals and academic leaders from various parts of the country attend. Our preliminary data illustrate that currently, in Ecuador, the majority of teaching in medical schools is still mostly classroom based (50%), followed by clinical teaching (44%). However, 80% of our population surveyed state they learn best through hands-on practice, not an ideal method for either classroom settings or actual patient care. The majority of the participants stated that the biggest need in medical education in Ecuador was the following, (in descending order); the need for technological advancement and utilization, a simulation center, new methods of learning including hands-on practice methodologies, environments for application of skill, improved quality of trained academic educators and improved relationships between students and professors. The feedback from our two day pilot course yielded positive reviews and invitations for future partnerships and collaborations for similar simulations-based courses and curricula in other parts of the country. Conclusion In Ecuador, a gap exists between methods of educational delivery and knowledge/skill acquisition, which can improve through the implementation of a SBME curriculum. This project will result in improved systems based healthcare education, through the engagement of faculty development opportunities and implementation of a resource sensitive, culturally aware simulation-based program for both urban and rural Ecuador. Additional factors to consider in the future include financial and resource barriers, as well as other requirements to support the sustainability of the proposed curricula. After implementation of the simulation-based curriculum, our next steps are to validate our approach and ultimately demonstrate improvement in healthcare practices and systems-based approaches to healthcare delivery in Ecuador.

Incorporation of a Blended Learning Format in a Neuroanatomy Course

This study describes how a blended learning format has been incorporated into the design of the Neuroanatomy for Physical Therapy Students course at the University of Kentucky. In the modern biomedical course a wide array of teaching tools and strategies are available for use including face‐to‐face lectures, video lectures, wet laboratories, text books, selected videos, web applications, kinetic learning, and team based learning exercises. A balance between face‐to‐face exercises and the use of technology for guided independent study must be achieved in order for all types of student learners to be as successful as possible with assimilating the learning objectives of the course. The type of student feedback and assessment for the course, as well as for each exercise, is an important part of the learning process and must be considered when implementing a blended learning curriculum. This study outlines faculty and student reflections about the successes, and failures, during the course and how they will effect the future direction of the neuroanatomy course.