Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students

This paper presents evaluation data following the revision of the delivery method for an anatomy and physiology module for pre-registration healthcare practitioners, into a blended (hybrid) model. This subject is recognized as problematic when delivered by traditional methods, therefore change was instigated to introduce stimulating, interactive material; this was presented though use of e-learning tools to supplement the face-to-face sessions. The evaluation data consists of student outcomes from the hybrid mode of delivery compared with previous cohorts using the traditional methods, plus student satisfaction surveys from the students undertaking the module by blended learning. Results of the evaluation have identified that student outcomes for the new delivery method are demonstrating a trend for improvement for a multiplechoice exam, with no significant difference noted for a seen exam. The survey determined that the majority of students indicated satisfaction with the overall quality of the module, with the teaching methods, with the content and with the support provided to them. Therefore, this study suggests that a well designed blended learning system, with good academic content and interactive exercises are motivating for learning and yields as good, if not better, outcomes as a lecture. The module delivery will continue to be enhanced through the addition of synchronous chat facilities and online social network tools.