Blended Program Research Articles

Creating Capacity for Digital Transformation of Education:

Educational institutions and training programs have faced an accelerated transformation toward the integration of technology. However, it is unclear whether the capacity to train qualified personnel to support this digital transformation in education. In this session, we review university websites across Canada looking at the availability of online PhD programs in Education Technology. Findings indicate only one is offered online only (5% or 1 out of 20) and two provide students with the possibility to study in a blended format for their PhD program, which is 10% (2 out of 20) of all Canadian universities that have PhD programs. Only 5% (1 out of 20) of Canadian institutions provide a PhD program in educational technology; however, this is offered on campus only. While this review excludes the EdD pathway, we did find two EdD programs in educational technology that could be accessed entirely online and one blended program. As technological and conceptual shifts of entire sectors that prioritize digital learning and digital literacy (e.g., B.C. Digital Learning Strategy), there is significant demand for PhD qualified individuals to lead or execute these initiatives. As such, there needs to be more discussion about how to make PhD study more accessible, specifically in educational technology.

The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without Cadavers

AbstractA parallel, multi-campus anatomy curriculum was developed that could be delivered with or without body donor cadaveric teaching resources. This blended program includes asynchronous lectures, e-Learning modules, formative self-assessment, independent study, and synchronous hands-on practical sessions. Practical sessions at the metropolitan campus utilise professionally prepared body donor cadaveric teaching resources, whereas rural campus practical sessions use a combination of non-cadaveric resources such as 3D models (physical and digital) and interactive multimedia to achieve identical learning outcomes. Here, we discuss the specific features of the practical sessions delivered in this novel cross-campus curriculum, with a focus on the non-cadaveric teaching resources deployed.

Preparing Health Professions Educators for Online and Blended Learning Environments: A Mixed Methods Study

Online and blended teaching and learning (OBTL) are integral to the future and success of higher education, including health professions education. Institutions with a goal of developing high-quality online and blended programs must prioritize time and resources dedicated to professional development and training. This research study utilized an online professional development course as an intervention to gain deeper insights into the scope of faculty development to effectively teach in online and blended learning environments. The study, utilizing a convergent mixed methods approach, gathered data through a pre- and post- intervention survey measuring health professions faculty readiness to teach online, a knowledge-based test, and post-intervention focus group discussions. Statistically significant differences in survey and test scores were observed between pre- and post-intervention and advantages of the intervention were highlighted in the focus group discussions. These key findings suggest the efficacy and influence of the educational intervention. Additionally, barriers and recommendations for enhancement were identified, including a notable gap between perceived importance and perceived capability among faculty members. This information pinpoints areas where professional development and support may be beneficial. Outcomes of the study provide valuable insights into health professions faculty members' knowledge, readiness, and perceptions related to teaching in online or blended educational environments.

Global Biofuel Alliance and Roadmap for Ethanol Blending Program in India: Analysis and Perspective

Global Biofuel Alliance and Roadmap for Ethanol Blending Program in India: Analysis and Perspective

Role Of A Teacher In A Blended Learning MHPE Program: A Qualitative Analysis

Background: During the last two years, the pandemic has taken a toll on education. However, E learning tools and other innovative computer software technologies are being widely adopted to deliver educational elements of different courses to students who are placed in far off areas from the university campus. However, Teaching is demanding and complex task and the key limitations in total e-learning format included limited interactions with peer and teachers, communication problems, and insufficient sense of bonding between the teacher and student. To address these issues concept of “blended learning” was adopted. Blended learning escalates the chances of student engagement, enhance critical-thinking development and improve learning processes in the presence of a valued teacher. However, whenever innovative techniques are introduced, it becomes essential to ensure that there is no impact on instructional integrity. Thus, the response of students who are amongst the main stakeholders is absolutely vital to confirm an effective implementation of any teaching and learning approach. Objective: This study provides help to the faculty who newly incorporate BLA (blended learning approach), also it provides guidance for educators and curriculum planners to effectively plan their modules while incorporating a BL approach in medical education. Study Design: Qualitative study (Phenomenology). Settings: Three universities, Riphah International University Islamabad, University of Lahore, Lahore and Khyber Medical University, Peshawar in Pakistan. Duration: Six months from February to August 2017 Methods: Sampling was done by purposive (homogenous) sampling. Study population included MHPE students from three different universities of Pakistan. Population size was 10 MHPE students who completed their course work, and data was collected through one on one semi structured interviews. All interviews were audio recorded, transcribed and analyzed manually as well as by importing in NVivo software version 11. Results: By a thematic analysis a total of six major areas were identified that influences the student learning in blended programs. Out of these the major influencing factor came out to be the role of teachers’ both in online and face to face sessions. This blended course design helped them to become more self-regulated, self-directed, lifelong and active learners, and they were also able to transfer these learning skills to their students as well. Conclusion: Students hold a positive perception of the BLA being offered in this MHPE program. Research findings suggests that a BL course design can be successfully used in postgraduate education as well as undergraduate studies it helped to impart new learning approaches in them. The main factors which were appreciated in these courses were flexible or hybrid course design, role of a teacher as facilitators who reinforced learning strategies towards learners’ professional needs.

Online Exercise Programs for Chronic Nonspecific Neck Pain: A Randomized Controlled Trial Reveals Comparable Effects of Global, Local, and Combined Approaches.

Specific neck exercises are recommended in the rehabilitation of chronic nonspecific neck pain (CNNP). They are unfortunately often accompanied by acute pain flare-ups. Global exercises might be a beneficial addition, as they activate endogenous analgesia without overloading painful structures. However, it is still unclear which type of exercise is most effective. This randomized controlled trial was done to evaluate the effect of an online blended program of global and specific neck exercises, compared to programs including only 1 of both types of exercise. Forty-eight patients with CNNP were randomized into 3 groups. Online questionnaires were collected at baseline, at midtreatment, immediately after treatment, and at the 3-month follow-up. Quantitative sensory testing and actigraphy were assessed at baseline and after treatment. Linear mixed-model analyses were performed to evaluate treatment effects within and between groups. Neck pain-related disability after treatment was considered the primary outcome. No time × treatment interaction effects were found. All groups improved in neck pain-related disability, pain intensity, self-reported symptoms of central sensitization, local pain sensitivity, physical activity, and pain medication use. No effects were found on quality of life, sleep quality, depression, anxiety, stress, widespread pain sensitivity, health economics, or actigraphy measurements. A higher global perceived effect was reported after performing the blended program, compared to the other groups. A blended exercise program was not superior to the stand-alone programs in reducing disability. Nevertheless, the global perceived effect of this type of exercise was higher. Future research necessitates larger sample sizes to adequately explore the optimal type of exercise for patients with CNNP. Exercise therapy should be an important part of the rehabilitation of patients with CNNP, regardless of the type of exercise.

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Early studies have shown that more than 90% of universities in the United States and about 95% of training organizations in the UK have applied LMS in teaching and learning. In particular, with the impact of the COVID-19 pandemic, the implementation of online learning and teaching management platforms at universities worldwide, including in developing countries, has increased significantly. After COVID-19 was controlled, the need for online learning and teaching grew steadily with a strong increase in blended programs. In order to provide empirical results on factors affecting learning effectiveness in the context of using LMS - a leading online learning management platform, the study uses primary data collected from accounting and auditing students at universities in Vietnam. The findings show that software quality, instructor quality, ease of use, level of commitment, and learning frequency all have an impact on the learning performance and effectiveness of students. The results are the basis to help parties (training organizations, students, lecturers) apply LMS to improve the effectiveness of the learning and training process.

A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study.

The purpose of this study was to analyze and compare educational outcomes of Doctor of Physical Therapy (DPT) graduates before and during the COVID-19 pandemic. Reports show increased stress, anxiety, and burnout during the COVID-19 pandemic, which may have negatively affected academic performance. Historically, academic performance is predictive of National Physical Therapy Examination (NPTE) scores. Yet, there is little evidence analyzing student outcomes during the pandemic. Doctor of Physical Therapy graduate records (N = 1,897) were retrospectively collected from a multicenter convenience sample consisting of 5 blended programs. Records were sampled from existing "prepandemic" graduates of Fall 2018-2019 (n = 988) and "pandemic" graduates of Fall 2021-2022 (n = 909). A causal comparative and correlational study design was used. Grade point average (GPA) and NPTE scores were collected. A general linear model examined differences between groups, and a multiple linear regression examined predictors of NPTE performance. Grade point average was a significant predictor of NPTE score (r2 = 0.56; P < .01) for the overall sample and for the prepandemic and pandemic cohorts (r2 = 0.38, P < .01; r2 = 0.45, P < .01, respectively). Grade point average was not significantly different between the groups (P = .09), nor did it significantly influence differences in NPTE scores (P = .13). Pandemic graduates displayed a significantly lower NPTE pass rate (85.1%) compared with prepandemic graduates (89.7%; P < .01). Pandemic graduates experienced higher rates of academic difficulty (20%; P < .01) and had a approximately 5 times higher likelihood of not passing the NPTE. This is the first study to report on DPT graduate outcomes spanning the COVID-19 pandemic. Similar to previous studies, GPA remained the most significant predictor of NPTE scores. Pandemic graduates demonstrated significantly lower NPTE scores and higher rates of academic difficulty (GPA < 3.0). Continued monitoring of NPTE performance is warranted between prepandemic, pandemic, and postpandemic cohorts across modes of program delivery.

RCT-based Social Return on Investment (SROI) of a Home Exercise Program for People With Early Dementia Comparing In-Person and Blended Delivery Before and During the COVID-19 Pandemic.

Regular exercise and community engagement may slow the rate of function loss for people with dementia. However, the evidence is uncertain regarding the cost-effectiveness and social return on investment (SROI) of home exercise with community referral for people with dementia. This study aimed to compare the social value generated from the in-person PrAISED program delivered before March 2020 with a blended PrAISED program delivered after March 2020. SROI methodology compared in-person and blended delivery formats of a home exercise program. Stakeholders were identified, a logic model was developed, outcomes were evidenced and valued, costs were calculated, and SROI ratios were estimated. Five relevant and material outcomes were identified: 3 outcomes for patient participants (fear of falling, health-related quality of life, and social connection); 1 outcome for carer participants (carer strain), and 1 outcome for the National Health Service (NHS) (health service resource use). Data were collected at baseline and at 12-month follow-up. The in-person PrAISED program generated SROI ratios ranging from £0.58 to £2.33 for every £1 invested. In-person PrAISED patient participants gained social value from improved health-related quality of life, social connection, and less fear of falling. In-person PrAISED carer participants acquired social value from less carer strain. The NHS gained benefit from less health care service resource use. However, the blended PrAISED program generated lower SROI ratios ranging from a negative ratio to £0.08:£1. Compared with the blended program, the PrAISED in-person program generated higher SROI ratios for people with early dementia. An in-person PrAISED intervention with community referral is likely to provide better value for money than a blended one with limited community referral, despite the greater costs of the former.Trial registration: ISRCTN Registry ISRCTN15320670.

A return to in-person public engagement at STFC

Since 2020, UKRI/STFC’s Scientific Computing Department (SCD) have developed several remote-first public engagement activities, drawing on its long and rich history of delivering face to face public engagement and outreach, as part of the wider STFC programme. With COVID19 restrictions lifted in the UK, STFC has been able to resume in-person public engagement, both on site and in public places. However, this has not meant a complete return to exclusively in-person engagement, but rather, recognising the clear benefits of remote engagement to meeting our strategic public engagement aims, STFC has produced a blended programme for 2022/23, with a mixture of in-person, remote and hybrid events. This paper presents how the remote activities have evolved since their initial creation, how the remote activities have become part of a blended programme and how the in-person activities in place since before the pandemic have been improved as a result of developing the remote activities.

Ethanol Fuel Blending Program in India: Analysis of Environmental, Economic, and Policy Aspects Using System Dynamics Approach

India initiated its ethanol fuel blending program (EBP) two decades ago to enhance energy security, reduce crude imports, and promote low‐carbon transportation. However, despite government initiatives and policies, the EBP has made slower progress than anticipated. For the long‐term adoption and success of the EBP, the following critical areas must be analyzed: integrated ethanol production from multiple feedstocks, demand and linkage to industries requiring ethanol, impact on the environment and revenue prospects, and evaluation of the policy measures adopted. This study addresses these topics by analyzing the interaction between various industries (demand) and ethanol production from multiple sources (supply) using system dynamics modeling. Simulation and scenario analysis have been used to evaluate the environmental and economic performance of ethanol blends under the influence of various policy parameters. The findings indicate that, contrary to the conventional belief, the production of ethanol directly from sugarcane juice does not significantly threaten food security. Higher blending ratios yield enhanced environmental benefits and revenues in the short term, but these are outweighed by the long‐term benefits of lower blending ratios. The findings also indicate that encouraging second‐generation ethanol production from rice stalks and increasing the blending ratios will reduce CO2 emissions. However, the goals set for blending cannot be achieved until measures to diversify feedstocks and improve the infrastructure for ethanol production are scaled up.

The introduction and impact of a National Frailty Education Programme

Background: Frailty is a dynamic functional state. Its onset and progression can be reduced and even reversed, if early intervention and correct management strategies are set in place. A number of reports suggest that healthcare professionals in general, have a poor understanding and view frailty as an inevitable part of ageing. In response the NCPOP developed The National Frailty Education Programme&#x0D; Aim: The programme aim is to provide healthcare professionals with an enhanced understanding of frailty and frailty assessments; thereby ensuring earlier recognition of frailty, improved healthcare management, and better outcomes for older adults living with frailty.&#x0D; Methods: A Test of Concept, using quality improvement (QI) methodology was employed. This allowed for small tests of change, which informed the development of the programme content and the programme delivery.&#x0D; Results: From 21st September 2017 to December 2019 n=3045 healthcare professionals completed the programme. A further 87 staff attended the programme during 2020. &#x0D; 97% of respondents rated the programme highly in relation to their level of enhanced understanding following participation in the study day.&#x0D; In early 2020, due to the outbreak of the COVID-19 the pandemic face to face education had to cease. The impact of COVID-19 on older adults and the increased prevalence of frailty on this cohort meant the development of and access to an eLearning programme became a priority and an eLearning programme was developed. A blended programme is due to be launched in 2023.&#x0D; Impact: In 2018, the NFEP was awarded the Zenith Global Healthcare Award in recognition of its pioneer educational approach to the delivery of integrated interprofessional education. The programme has also been included in the European Union’s Joint Action on Frailty Prevention (Rodríguez-Laso et al., 2019), as a case study of good practice under Domain 7: Education and Training. Many other projects, publications and developments have arisen out of this programme including: the evolving Frailty Networks nationally, the inaugural meeting of the Irish Frailty Network of the Irish Gerontological Society in September 2019 , the first All-Ireland Frailty Network meeting in October 2021 , advisory inputs to the Northern Ireland Frailty Network in November 2021 towards developing a Frailty Education Programme for Northern Ireland, and many other initiatives and contributions to improve patient care. The programme has been cited internationally as an exemplar of an interprofessional approach to learning (Walsh, &amp; Currid 2018, Adja, et al. 2020, Munro &amp; Murphy, 2022, Romero-Ortuno, et al. 2022); in recognition, since 2022, Trinity College Dublin offers up to 5 annual scholarships to NFEP Facilitators for the online, standalone module in Assessment and Management of Frailty in Ageing Adults .

A blended learning program focusing on comprehensive opioid management in pain (COMP): A pilot program

Introduction In view of the opioid epidemic and increasing caution surrounding prescription of opioids, addressing the competence of opioid management is important. There is minimal structured opioid education in Singapore. Online opioid education modules are available but lack real-time input, concise objectives, and program evaluation. This pilot online, modular, blended program aimed to efficiently instruct novice doctors on safe and appropriate practical opioid prescribing, optimizing its role in multimodal pain management while minimizing risks to patients and public health. Methods The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model was used. A multidisciplinary team developed the interactive blended program, “Comprehensive Opioid Management in Pain (COMP)”, consisting of three online modules, one case-based discussion (CBD) session, pre- and post-program evaluations. The program was designed to be concise, clinically relevant and engaging to maximize application of knowledge in clinically deficient areas. All junior anesthetists across Singhealth were invited to participate. We analyzed all self-reported and objective scores, as well as program feedback. Results 33 participants completed the online modules. Despite the moderate to high level of baseline self-reported confidence and competency scores, median scores for all variables increased post-program from pre-program. There was unanimous agreement on the relevance and utility of the training program. Conclusion This pilot achieved the aims of improving the knowledge and confidence levels of opioid management in novice doctors. Participants particularly enjoyed the succinct and interactive features of COMP. Further extension with modules focusing on opioid diversion and its use in high-risk populations would benefit intermediate learners.

The Effectiveness of Synchronous and Asynchronous Blended Teaching Plan for Preschool Education Major Students at The Institute of Teacher Education in Ningxia Province, People Republic of China

Background and Aims: In recent years, the role of choral conducting courses in China's basic education has been receiving more and more attention. A sudden increase in the demand for chorus and conducting courses in primary school has led to a shortage of teachers in this professional field in underdeveloped areas such as Ningxia. To efficiently train more primary school teachers who possess choral conducting skills for basic education has become the primary focus of colleges and universities offering primary school education majors. The purpose of this article is to explore whether synchronous and asynchronous blended teaching plans can achieve, or even surpass, the academic performance of traditional educational methods while enhancing the efficiency of the curriculum. Methodology: This quasi-experimental study aims to investigate the effects of various teaching plans on participants’ outcomes. The participants consist of students engaged in a chorus and conducting an education setting. In this research procedure, the 39 participants were divided into three groups, each experiencing a different teaching method: the traditional teaching plan group, the synchronous blended teaching plan group, and the asynchronous blended teaching plan group. After implementing the teaching plans, standardized tests are administered to all three groups to measure their learning outcomes and performance. The collected data, comprising participants' test scores, will undergo statistical analysis using ANOVA and the Paired T-test. Result: The final research results indicated that there was no statistically significant difference in the performance of the three participant groups. In other words, all three teaching plans exhibited a positive effect on participants' performance, with similar degrees of improvement. When considering average scores in sub-subjects, participants in the blended program generally outperformed those in the traditional style. Conclusion: The blended teaching plan combines the convenience of online teaching with the benefits of offline practical instruction. The researchers contend that employing a blended teaching approach can enhance course efficiency, offering a viable alternative to the traditional teaching method.

Biodiesel and its potential to mitigate transport-related CO2 emissions

Many studies have concentrated on the energy capacity of biodiesel to reduce CO2 emissions at the aggregate level and not much at the sectoral level. This study addresses this gap and attempts to estimate the impact of the use of palm biodiesel on the transport CO2 emissions in Malaysia during 1990–2019. It also predicts the impact of implementing the B10 blending program (10% biodiesel in diesel fuel) on CO2 emissions from transport in this country. For this purpose, this study uses the dynamic autoregressive distributed lag (ARDL) and Kernel-based regularized least squares. This model can plot and estimate the possible actual changes in biodiesel consumption to predict its impacts on transport CO2 emissions. The results suggest that a one-way Granger causality exists from transport GDP, diesel consumption, and motor petrol consumption to palm biodiesel consumption. An increase of 1% in the use of biodiesel reduces carbon emissions from road transport by 0.004% in the long run, while, in the short run, it is associated with a 0.001% increase in transport CO2 emissions. The simulated results from the dynamic ARDL model suggest that a 10% increase in the share of biodiesel consumption in fuel transport by 2030 would reduce the rate of the increase in road transport carbon emissions. The improvement and management of new technologies in oil palm plantation and harvesting can help increase palm oil production for biofuels and edible oil and to reduce forest replacement and therefore biodiversity and food security.

Juridical Review on the Mandatory Biodiesel Program for Maintaining National Energy Security in Indonesia

Indonesia commits to reducing emissions by 29% (unconditional) or 41% (conditional) in 2030, which can be achieved by encouraging the use of new and renewable energy (NRE) by 23% in 2025 while realizing national energy security. A biofuel development plan through a mandatory biodiesel program and green fuel utilization is the main priority to reduce fossil fuel consumption and achieve the energy mix target. As of January 1, 2020, through the mandatory biodiesel program, biodiesel utilization reached 30% (B30) for all diesel engine sectors, which is the highest biodiesel blending program in the world. However, the gap between government policies with emission regulation and existing vehicle technologies in this country might provide challenges in strengthening the sustainability of mandatory biodiesel programs. This study used a normative juridical method to assess the policy and enhance the regulation of the mandatory biodiesel program by obtaining library materials, theories, concepts, principles, and existing rules related to the law perspective. An appropriate and consistent energy mix policy, including its long-term strategy to increase biofuel utilization and maintain a mandatory biodiesel program, is needed to achieve a reducing emissions target. It is essential to strengthen and clarify the policy and road map. The vehicle technology and fuel quality were also crucial for enhancing emission regulation and eliminating low-quality fuels, maintaining a sustained biodiesel program, and achieving national energy security.

Attitudes of Caribbean undergraduate medical students towards e-learning of orthopaedics during the Covid-19 pandemic

ABSTRACT Objective To determine undergraduate medical students’ attitudes to e-learning of orthopaedics implemented due to lockdowns resulting from the Covid-19 pandemic. Methods An anonymised online survey was distributed to all final year medical students at The University of the West Indies (UWI) in Trinidad after completing the distance-learning module of the Trauma and Orthopaedics clerkship. Results Sixty-seven completed questionnaires were analysed, response rate 32.7% (67/205). There were 37 female students (55.2%), with a mean age of 24.7 years (range 22 - 44 years, SD 3.13). Although all students were familiar with e-learning platforms, only 44.8% had previously used e-learning resources. Minimising exposure to Covid-19 was identified as the most significant benefit of e-learning (17.9%, n=12). Other advantages included being able to work at their own pace and style of learning (11.9%, n=8), ease of access to teaching material (10.5%, n=7), and equity of resources (10.5%, n=7). The greatest disadvantages to e-learning were loss of direct interaction with patients (26.9%, n=18) and lack of privacy at home (19.4%, n=13). Most students (71.6%, n=48) were satisfied with e-learning; however, the majority (67.2%, n=45) felt that this method could not singularly achieve clinical competence. Conclusion E-learning was widely accepted by students as an effective method of curriculum delivery but insufficient for mastering the clinical skills required to be a competent doctor. The use of blended programmes which combine e-learning and traditional bedside teaching should be encouraged in the post-pandemic future. Keywords: Caribbean, e-learning, Covid-19, orthopaedics, medical education

The evolving identity of blended early childhood preparation: a retrospective history

ABSTRACT Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a socio-cultural context over time. In detailing the events of the past 30 years, we provide a historical perspective of the blended approach in practice by highlighting key aspects of the historical and emerging literature base. We argue that just as contextual circumstances served as a catalyst to the initiation of the blended movement, the contemporary socio-cultural context, particularly the onset of the groundbreaking 2020 EI/ECSE Personnel Preparation Standards coupled with the 2020 ECE Standards, provides an exciting new catalyst with the potential to reinvigorate the blended preparation movement now and in the future. We conclude with recommendations based on lessons learned from this history to support the continuation and evolution of the blended preparation approach.

A blended e-health intervention for improving functional capacity in elderly patients on haemodialysis: A feasibility study.

Physical exercise showed to be beneficial for frail older adults on haemodialysis (HD). However, there are several obstacles hindering the regular practice of exercise, such as transportation difficulties, lack of time, fatigue and comorbidities. E-health in this regard has many potential advantages and could be useful for motivating HD patients to increase their level of physical activity. The aim of this study was to evaluate the feasibility of a blended e-health intervention for elderly HD patients who individually exercise at home while under remote supervision of a physiotherapist. Patients over 60 years of age with sufficient cognitive and motoric resources to perform a simple physical test battery and to use a tablet-computer were recruited from four HD outpatient facilities. Following baseline assessment at home, the participants were visited by a physiotherapist (PT). The PT set an individual exercise programme and explained how to use the web-based interface. During the 12 weeks of training, the PTs remotely supervised the patients' progress. At 12 weeks follow-up a second assessment took place. Twenty-two patients were recruited to participate in the study. Seven patients dropped out of the blended programme and 15 patients concluded the programme. The average training frequency of the 15 participants concluding the study was 1.5 times a week [range 0.2-5.8]. The duration of a training session was between 20 and 40 min. The usability of the system was deemed positive. Regarding the efficacy of the intervention, no significant improvement of any measured parameter was found, and effect sizes were small to medium. A blended e-health intervention supported by a web-based application for exercising at home under remote supervision of a PT is feasible in a HD population including older patients. However, before planning a randomized controlled trial, strategies to increase the recruitment rate and the adherence to such a blended intervention should be further developed, e.g., to improve the recruitment procedures and lower the expectable drop-out rate. Furthermore, the dosage of the blended programme should be adapted to the patients' physical performance levels in future trials.The study was registered on the website clinicaltrials.gov with ID NCT04076488.

The use of a technology-assisted and teacher-supervised online discussion platform to promote academic progress in blended embryology courses

BackgroundStudents’ engagement with learning materials and discussions with teachers and peers before and after lectures are among the keys to the successful implementation of blended programs. Mixed results have been reported by previous studies on blended learning. This study evaluated the effectiveness of embedding a teacher-supervised online discussion platform in a blended embryology course in terms of its impact on students’ capabilities to handle difficult and cognitively challenging tasks.MethodsTwo forms of blended learning were investigated and compared in this study. Students in the control group (n = 85) learned online materials before each class, followed by classroom instruction and activities in which face-to-face discussion and communication between students were encouraged. Students in the experimental group (n = 83) followed a similar procedure with an additional teacher-supervised online discussion platform to guide, supervise and evaluate their learning progress. All participants were first-year medical students in clinical medicine at Dalian Medical University who had enrolled in 2017. All participants took the final exam to test their learning outcomes.ResultsThe embryology grades of students in the experimental group were significantly higher than those of students in the control group (p = 0.001). Additionally, the scores of students in the experimental group on questions with a high difficulty level (p = 0.003) and questions assessing high-order cognitive skills (p = 0.003) were higher than those of students in the control group; the effect size was moderate (η2 > 0.05).ConclusionsIn blended embryology courses, compared with learner-led and face-to-face discussion, the teacher-supervised online discussion platform has great potential to enable students to achieve higher grades and solve difficult and cognitively challenging tasks.