Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review

Bibliographic Data

ID19514135
AuthorsBrett Williams (0000-0002-1836-0755, Australian Regenerative Medicine Institute, corresponding author)
Year2009
Volume25
Issue3
Publication date2009-07-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.1143
OpenAlexW2105548597
LanguageEN
Citations received2
References cited9

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

Bachelor · Curriculum · Mathematics education · Medical education · Pedagogy · Perception · Education and Critical Thinking Development · Innovations in Medical Education · Medicine · Problem and Project Based Learning · Psychology

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