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Journal article 814 views

Is It Time To Blend Student Learning? / Susie Moore

British Journal of Midwifery, Volume: 20, Issue: 11

Swansea University Author: Susie Moore

Abstract

Antenatal screening has traditionally been taught to student midwives in the classroom setting using standard lectures. There is little evidence that this approach is supportive of active learning. Adopting a blended learning approach, students worked in groups and developed a presentation and hando...

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Published in: British Journal of Midwifery
Published: 2012
Online Access: http://www.intermid.co.uk/cgi-bin/go.pl/library/article.cgi?uid=94988;article=BJM_20_11_812_816;format=pdf
URI: https://cronfa.swan.ac.uk/Record/cronfa14736
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Abstract: Antenatal screening has traditionally been taught to student midwives in the classroom setting using standard lectures. There is little evidence that this approach is supportive of active learning. Adopting a blended learning approach, students worked in groups and developed a presentation and handout for their peers. The activity was evaluated by means of student feedback and the findings were implemented some weeks later when the activity was repeated for a different topic. The findings suggest that group work and presentations promotes active learning and is a suitable teaching method for antenatal screening and blood tests. However, as a blended learning intervention the teaching input may be increased unless student assessment is undertaken by peers.
Keywords: Blended learning, self-directed study, group work, peer assessment, presentations
College: College of Human and Health Sciences
Issue: 11
End Page: 816