Document Type : Original Article
Authors
1 Centre for Health Professionals Education and Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research
2 Centre for Health Professionals Education and Department of Paediatrics, Sri Ramachandra Institute of Higher Education and Research
3 Faculty of Physiotherapy, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India
4 International Centre for Allied Health Evidence, School of Health Sciences, University of South Australia, Adelaide, Australia
Abstract
Blended learning (BL) refers to a systematic teaching method, which combines the aspects of
face‑to‑face and online interactions using appropriate Information and Communication Technologies.
This mixed‑method systematic review (SR) protocol is developed with the objective to determine the
effectiveness and appropriateness of BL in the health‑care professional education. Mixed‑method
SR protocol: For the purpose of this SR, PICO is defined as P‑entry level graduate students of health
sciences program; I‑BL; C‑traditional face‑to‑face training; and O‑achievement of learning outcomes,
learner’s and teacher’s perception (primary). The search will be done through possible database
using predetermined search strategy. Eligible studies will be appraised independently by authors.
Joanna Briggs Institute’s mixed‑method protocol will be used to assess and synthesis the data. This
protocol is registered with the International Register of Systematic Reviews (PROSPERO) with the
registration number CRD42018082699.
Keywords
press; Oct 2001;9; 5 6.
2. Garrison DR, Kanuka H. Blended learning: Uncovering its
transformative potential in higher education. Internet High Educ
2004; 7:95‑105.(1).
3. Okaz AA. Integrating blended learning in higher education.
Procedia Soc Behav Sci 2015;186:600‑3.
4. Glogowska M, Young P, Lockyer L, Moule P. How ‘blended’ is
blended learning? Students’ perceptions of issues around the
integration of online and face‑to‑face learning in a Continuing
Professional Development (CPD) health care context. Nurse Educ
Today 2011;31:887‑91.
5. Munir AR, Prem KD. Implementing blended learning into the
academic programs of Rajiv Gandhi university of health sciences,
Karnataka. J Complement Integr Med 2014;11:147‑50.
6. Snodgrass S. Wiki activities in blended learning for health
professional students: Enhancing critical thinking and clinical
reasoning skills. Australas J Educ Technol 2011;27 (4) 563‑580.
Available from: https://ajet.org.au/index.php/AJET/article/
view/938. [Last accessed on 2018 Dec 09].
7. Rowe M, Frantz J, Bozalek V. The role of blended learning in the
clinical education of healthcare students: A systematic review.
Med Teach 2012;34:e216‑21.
8. Harden A. Mixed‑methods systematic reviews: Integrating
quantitative and qualitative findings. London, UK: FOCUS:
Technical Brief no. 25; 2010 Available from https://ktdrr.org/
ktlibrary/articles_pubs/ncddrwork/focus/focus25/
9. Mixed‑Methods. Available from: https://nursing.lsuhsc.
edu/JBI/docs/ReviewersManuals/Mixed‑Methods.pdf. [Last
accessed on 2019 Aug 20].
10. Available from: https://www.crd.york.ac.uk/prospero/display_
record.php?RecordID=82699. [Last accessed on 2019 Aug 20].
11. Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of
blended learning in health professions: Systematic review and
meta‑analysis. J Med Internet Res 2016;18:e2.
12. McCutcheon K, Lohan M, Traynor M, Martin D. A systematic
review evaluating the impact of online or blended learning vs.
Face‑to‑face learning of clinical skills in undergraduate nurse
education. J Adv Nurs 2015;71:255‑70.
)