From traditional teaching to blended learning in a community-engaged placement program

Sowbhagya Micheal; Brahm Marjadi

From traditional teaching to blended learning in a community-engaged placement program

Western Sydney University

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

![CDATA[The Medicine in Context (MiC) program is a 10-week community placement program in the 3rd year of Western Sydney University’s 5-year medical curriculum. MiC exposes students to social determinants of health through community-immersed learning. Apart from opportunistic learning during placements, MiC used to rely on face-to-face teaching (tutorials and lectures) while online components were restricted to readings and lecture notes. Following student and staff feedback, a blended learning approach was adopted to better scaffold students’ learning and increase their engagement.]]

Original language	English
Title of host publication	Proceedings Orals ANZAHPE 2017, 11-14 July 2017, Adelaide, South Australia
Publisher	ANZAHPE
Number of pages	1
Publication status	Published - 2017
Event	Australian and New Zealand Association for Health Professional Educators. Conference - Duration: 1 Jan 2018 → …

Conference

Conference	Australian and New Zealand Association for Health Professional Educators. Conference
Period	1/01/18 → …

Keywords

medical students
blended learning
community health services
Australia

Cite this

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title = "From traditional teaching to blended learning in a community-engaged placement program",

abstract = "![CDATA[The Medicine in Context (MiC) program is a 10-week community placement program in the 3rd year of Western Sydney University{\textquoteright}s 5-year medical curriculum. MiC exposes students to social determinants of health through community-immersed learning. Apart from opportunistic learning during placements, MiC used to rely on face-to-face teaching (tutorials and lectures) while online components were restricted to readings and lecture notes. Following student and staff feedback, a blended learning approach was adopted to better scaffold students{\textquoteright} learning and increase their engagement.]]",

keywords = "medical students, blended learning, community health services, Australia",

author = "Sowbhagya Micheal and Brahm Marjadi",

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language = "English",

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TY - GEN

T1 - From traditional teaching to blended learning in a community-engaged placement program

AU - Micheal, Sowbhagya

AU - Marjadi, Brahm

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N2 - ![CDATA[The Medicine in Context (MiC) program is a 10-week community placement program in the 3rd year of Western Sydney University’s 5-year medical curriculum. MiC exposes students to social determinants of health through community-immersed learning. Apart from opportunistic learning during placements, MiC used to rely on face-to-face teaching (tutorials and lectures) while online components were restricted to readings and lecture notes. Following student and staff feedback, a blended learning approach was adopted to better scaffold students’ learning and increase their engagement.]]

AB - ![CDATA[The Medicine in Context (MiC) program is a 10-week community placement program in the 3rd year of Western Sydney University’s 5-year medical curriculum. MiC exposes students to social determinants of health through community-immersed learning. Apart from opportunistic learning during placements, MiC used to rely on face-to-face teaching (tutorials and lectures) while online components were restricted to readings and lecture notes. Following student and staff feedback, a blended learning approach was adopted to better scaffold students’ learning and increase their engagement.]]

KW - medical students

KW - blended learning

KW - community health services

KW - Australia

UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:52157

M3 - Conference Paper

BT - Proceedings Orals ANZAHPE 2017, 11-14 July 2017, Adelaide, South Australia

PB - ANZAHPE

T2 - Australian and New Zealand Association for Health Professional Educators. Conference

Y2 - 1 January 2018

ER -

From traditional teaching to blended learning in a community-engaged placement program

Abstract

Conference

Keywords

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