Volume 16, Issue 4 (winter 2025)
2025, 16(4): 1-7 |
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Shirazi M, Gholami S, Zaeri R. Role of Blended Learning in the Clinical Education of Medical Students: A Narrative Review. North Khorasan University of Medical Sciences 2025; 16 (4) :1-7
URL: http://journal.nkums.ac.ir/article-1-3108-en.html
URL: http://journal.nkums.ac.ir/article-1-3108-en.html
1- Professor of Medical Education, Professor, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
2- PhD Student, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran ,sepidgholami1368@gmail.com
3- Instructor, Department of Operating Room, Paramedical Faculty, North Khorasan University of Medical Sciences, Bojnurd, Iran
2- PhD Student, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran ,
3- Instructor, Department of Operating Room, Paramedical Faculty, North Khorasan University of Medical Sciences, Bojnurd, Iran
Abstract: (533 Views)
Introduction: Blended learning is one of the most powerful and common educational methods for creating deep learning experiences and achieving high levels of learning. Although studies have shown that the use of blended learning is increasing, the role of this educational approach in the clinical education of students has received less attention. This research was conducted with the aim of determining the role of blended learning in the clinical education of students.
Method: A total of 850 articles were extracted after searching Pubmed, Scopus, Web of Science, Magiran, SID, and Google Scholar databases, with the keywords: "Blended learning," "Clinical performance," "Clinical competence," and "Health professional students." Then, the full text of 48 studies was included in the review.
Results: Experts have focused on blended learning from different perspectives. This concept can be referred to from three dimensions: background and necessity, effects and consequences, and design and implementation.
Conclusion: Due to the rapid changes in technology and the lack of a fixed model for blended learning, as well as the multidimensionality of clinical environments and students' clinical performance, all these factors together can be further discussed and studied in future research.
Method: A total of 850 articles were extracted after searching Pubmed, Scopus, Web of Science, Magiran, SID, and Google Scholar databases, with the keywords: "Blended learning," "Clinical performance," "Clinical competence," and "Health professional students." Then, the full text of 48 studies was included in the review.
Results: Experts have focused on blended learning from different perspectives. This concept can be referred to from three dimensions: background and necessity, effects and consequences, and design and implementation.
Conclusion: Due to the rapid changes in technology and the lack of a fixed model for blended learning, as well as the multidimensionality of clinical environments and students' clinical performance, all these factors together can be further discussed and studied in future research.
Type of Study: Review Article |
Subject:
Basic Sciences
Received: 2024/06/10 | Accepted: 2024/07/23 | Published: 2025/01/1
Received: 2024/06/10 | Accepted: 2024/07/23 | Published: 2025/01/1
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