This is the presentation I gave at the South African Society of Physiotherapy research day on 11th September, 2010.

1. michael rowe physiotherapy department university of the western cape blended learning in clinical education

3. clinical education confusion as to an exact definition rothstein (2002) working definition: learning that takes place within a clinical context, application of theory in clinical context

4. Needs in clinical education A common vision evident in the process and product of the clinical experience Develop ongoing reflective practice and lifelong learning Establish mutually beneficial relationships Consistent quality assurance Greater emphasis on the relationship between theory and practice Strohschein, et al. (2002)

5. models of clinical education several models exist, none of which is able to address all of the needs in clinical education strohschein, et al. (2002) no model is superior to another lekkas, et al. (2007)

9. reflective learning we make sense of the world by interpreting facts through our own frames of reference higgs et al. (2004) questions may guide reflective activities marquardt (2005) an influential component of clinical practice and professional development dewey (1933), schon (1983/5)

10. reflection and reasoning reflection and reasoning both emphasise the connection between action and thinking aars (2008) focused reflection is a significant factor in developing clinical practice through clinical reasoning murphy (2004)

13. developing practice knowledge sharing knowledge and experiences in a collegial environment enables external knowledge to be internalised develops problem solving strategies promotes critical reflective thinking challenges unshared biases mason (1998), hanko (1999)

15. blended learning a systematic combination of face-to-face and technology mediated interactions between students, teachers and learning resources bliuc, goodyear & ellis (2007) allows for greater flexibility and responsiveness in teaching and learning lewin, singh, bateman & glover (2009)

16. blended learning (cont) true potential is in enhancing communication and promoting reflection blended learning is highly context dependent, so it cannot be generalised from other domains harris, connolly & feeney (2009) the medium is less important than the way in which learning is approached laurillard (cited in ennew & fernandez-young, 2005)

17. technology and society technology = knowledge, and use of tools and crafts “because the nature of technology used by a society influences what the society is and becomes, individuals who do not become technologically literate will be left behind” johnson & johnson (2004) social software is... a collection of technologies mason & rennie (2008) an enabler of social reform boyd (2006)

20. aim to develop, implement and evaluate a blended learning approach to a teaching module within an undergraduate physiotherapy curriculum

21. objective :: assess 1. assess teaching strategies and stakeholder attitudes a) blended learning implementations b) stakeholder current attitudes

22. objective :: analyse 2. analyse the curriculum to determine alignment a) evaluate outcomes, content, teaching, assessment b) determine each modules' appropriateness c) choose a module to be developed

23. objective :: develop 3. develop a module that will promote: a) student-centred learning b) inquiry-based learning c) self-directed learning d) small group learning

24. objective :: implement and evaluate 4. implement and evaluate the module a) teach the module using blended learning b) evaluate the effectiveness of the module

25. method :: setting and sample setting a physiotherapy department in the western cape sample all staff and registered undergraduate students

26. method :: design action research: systematic review survey document analysis delphi study process evaluation

27. method :: design (1) objective 1 assess strategies for blended learning, and staff and student attitudes towards those strategies a) systematic literature review b) survey of staff and students

28. objective 1a: departmental survey

29. disseminating results

30. objective 1b: systematic review

31. supervisor review

32. method :: design (2) objective 2 conduct an analysis of the curriculum in order to determine alignment, and the appropriateness of blended learning across all modules a) document analysis to map curriculum to outcomes b) delphi method to determine module appropriateness

33. document analysis

34. curriculum development

35. method :: design (3) objective 3 develop an appropriate module using a blended learning approach a) developed using feedback from steps 1 and 2 b) will use a social constructivist approach

36. method :: design (4) objective 4 implement and evaluate the module a) teach the developed module as part of the curriculum b) survey using process evaluation

37. ethical considerations permission standard ethical practices involving human participants informed consent voluntary participation anonymity results

39. collaborative groupwork

40. applied paediatric assignment

41. discussion

42. contributing to a global conversation

43. collaborative peer review

44. 4 th year ethics assignment

48. personal reflection

52. personal reflection

53. discussion

54. developing practice knowledge sharing knowledge and experiences in a collegial environment enables external knowledge to be internalised develops problem solving strategies promotes critical reflective thinking challenges unshared biases mason (1998), hanko (1999)