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Incorporation of a Blended Learning Format in a Neuroanatomy Course
Author(s) -
Franklin Samuel R.
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.lb11
Subject(s) - course (navigation) , blended learning , curriculum , neuroanatomy , computer science , multimedia , process (computing) , mathematics education , medical education , psychology , educational technology , engineering , medicine , pedagogy , neuroscience , aerospace engineering , operating system
This study describes how a blended learning format has been incorporated into the design of the Neuroanatomy for Physical Therapy Students course at the University of Kentucky. In the modern biomedical course a wide array of teaching tools and strategies are available for use including face‐to‐face lectures, video lectures, wet laboratories, text books, selected videos, web applications, kinetic learning, and team based learning exercises. A balance between face‐to‐face exercises and the use of technology for guided independent study must be achieved in order for all types of student learners to be as successful as possible with assimilating the learning objectives of the course. The type of student feedback and assessment for the course, as well as for each exercise, is an important part of the learning process and must be considered when implementing a blended learning curriculum. This study outlines faculty and student reflections about the successes, and failures, during the course and how they will effect the future direction of the neuroanatomy course.