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Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students

BACKGROUND: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core ob...

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Autores principales: Lee, Timothy, Yoon, Si Woo, Fernando, Shavi, Willey, Suzanne, Kumar, Arunaz
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9544949/
https://www.ncbi.nlm.nih.gov/pubmed/35435241
http://dx.doi.org/10.1111/ajo.13531
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author Lee, Timothy
Yoon, Si Woo
Fernando, Shavi
Willey, Suzanne
Kumar, Arunaz
author_facet Lee, Timothy
Yoon, Si Woo
Fernando, Shavi
Willey, Suzanne
Kumar, Arunaz
author_sort Lee, Timothy
collection PubMed
description BACKGROUND: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. AIMS: To qualitatively evaluate the blended teaching program and explore how it contributes to learning. MATERIALS AND METHODS: This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. RESULTS: Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: ‘low‐pressure simulation environments’, ‘peer‐assisted learning’, ‘haptic learning’, ‘scaffolded learning’ and ‘the impact of online discourse’. DISCUSSION: In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning.
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spelling pubmed-95449492022-10-14 Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students Lee, Timothy Yoon, Si Woo Fernando, Shavi Willey, Suzanne Kumar, Arunaz Aust N Z J Obstet Gynaecol Original Articles BACKGROUND: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. AIMS: To qualitatively evaluate the blended teaching program and explore how it contributes to learning. MATERIALS AND METHODS: This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. RESULTS: Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: ‘low‐pressure simulation environments’, ‘peer‐assisted learning’, ‘haptic learning’, ‘scaffolded learning’ and ‘the impact of online discourse’. DISCUSSION: In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning. John Wiley and Sons Inc. 2022-04-18 2022-08 /pmc/articles/PMC9544949/ /pubmed/35435241 http://dx.doi.org/10.1111/ajo.13531 Text en © 2022 The Authors. Australian and New Zealand Journal of Obstetrics and Gynaecology published by John Wiley & Sons Australia, Ltd on behalf of Royal Australian and New Zealand College of Obstetricians and Gynaecologists. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Lee, Timothy
Yoon, Si Woo
Fernando, Shavi
Willey, Suzanne
Kumar, Arunaz
Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title_full Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title_fullStr Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title_full_unstemmed Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title_short Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students
title_sort blended (online and in‐person) women’s health interprofessional learning by simulation (whipls) for medical and midwifery students
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9544949/
https://www.ncbi.nlm.nih.gov/pubmed/35435241
http://dx.doi.org/10.1111/ajo.13531
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