To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

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Abstract

Introduction: Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. Methods: The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. Results: All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student–student and student–teacher), and frequent feedback. Conclusion: PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

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APA

de Jong, N., Krumeich, J. S. M., & Verstegen, D. M. L. (2017). To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs. Medical Teacher, 39(2), 203–211. https://doi.org/10.1080/0142159X.2016.1248915

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