Submission ID 77788
| Code | WG-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Learning Objective 1 | 1. Define the difference between online, blended, hybrid and hyflex learning, and state the evidence currently available for each |
| Learning Objective 2 | 2. Discuss practical tips and learning frameworks for online environments |
| Learning Objective 3 | 3. Analyze what features of online health professional education provision we wish to retain, what we want to discard (or go back to traditional methods) and what we are willing to rethink altogether |
| Category | Medical Education |
| Type | Workshop |
| Title | Blended and Hyflex Learning: Moving Towards A "Better" Normal |
| Rationale/Background | This interactive workshop will review the current definitions and evidence of blended, hybrid and hyflex learning, exploring different models for multi-component medical education. It highlights moving beyond a technocentric approach to online learning using effective teaching principles, considering how issues such as engagement and inclusivity need to be reconsidered. This topic spans many of the conference themes- social accountability, diverse representation, safe learning spaces and an environmental forward approach to medicine. |
| Instructional Methods | This interactive workshop will incorporate, and model 4 technology enhanced learning exercises that can be used in online, face-to-face(F2F) or hyflex environments, to enhance learning outcomes. F2F delivery (and hyflex if allowed) will be combined with technology tools such as online polling/quizzing (Socrative), and online collaborative tools (Padlet and Jamboard) to enable feedback, social learning, interactivity and practice exercises. Other tools such as video will prompt reflection with an opportunity to discuss and collaborate on experiences, triumphs, and disappointments over teaching online in the pandemic. Ultimately, learners will use the PICRAT model to collaboratively reflect on how technology enhanced learning can help move medical education toward creative and transformative learning. |
| Target Audience | Medical Educators (UG, PG, and CPD levels), Program Administrators, Learners |
| Keyword 1 | Online Learning |
| Keyword 2 | Blended Learning |
| Keyword 3 | Hybrid Flexible (HyFlex) Learning |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education Undergraduate Medical Education |
| Abstract Track - First Choice | Distributed Medical Education |
| Authors | Heather MacNeill Heather Dow Heather MacNeill James Kim |
