Lessons learnt from implementing blended ‘integrated’ learning into an undergraduate medical curriculum
Method: This study utilized a mixed-method design involving a cross-sectional survey (n=111, response rate=61%) to compare Year 2 medical student perceptions of content delivered by a Blended Integrated Learning (BIL) approach versus a traditional didactic teaching (TT) approach, plus 2 focus groups...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for Medical Education in Europe (AMEE)
2017-07-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/1002 |