Do Undergraduate Paramedic Students Embrace Case Based Learning Using a Blended Teaching Approach? A 3-Year Review

Autor/in	Williams, Brett
Titel	Do Undergraduate Paramedic Students Embrace Case Based Learning Using a Blended Teaching Approach? A 3-Year Review
Quelle	In: Australasian Journal of Educational Technology, 25 (2009) 3, S.421-439 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Clinical Teaching (Health Professions); Undergraduate Students; Longitudinal Studies; Student Attitudes; Case Method (Teaching Technique); Student Surveys; Discussion Groups; Educational Technology; Computer Assisted Instruction; Technology Integration; Computer Uses in Education; Computer Mediated Communication; Integrated Learning Systems; Access to Computers; Blended Learning; Higher Education; College Instruction; Allied Health Occupations Education; Emergency Medical Technicians; Australia + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Case method; Fallmethode; Schülerbefragung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computernutzung; Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Rettungsassistent; Australien
Abstract	This paper presents the results of a descriptive longitudinal study which aimed to identify student paramedic perceptions of case based learning used in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University, Victoria, Australia. Case based learning and its integration within clinical curriculum is an important part of undergraduate paramedic education at Monash University. The study used self reporting questionnaires involving 247 students. The analysis provides an indication of the students' perceptions of case based learning in their clinical curricula during the 2005-2007 academic years. Quantitative and qualitative data produced encouraging student satisfaction scores and themes emphasising that case based learning was an appropriate, valuable teaching and learning approach. The data also highlighted that improvements are required surrounding student equity and communication between peers and lecturing staff. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10