Assessing Chinese anatomists' perceptions and attitudes toward blended learning through faculty development training programs.

Autor:	Cheng X; Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China., Bai J; Medical College, Jinan University, Guangzhou, Guangdong, China.; School of Education, South China Normal University, Guangzhou, China., Pan SQ; Department of Anatomy, Medical College, Jinan University, Guangzhou, China., Li YQ; Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi'an, Shanxi, China., Yang X; Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China.; Clinical Research Center, Clifford Hospital, Guangzhou, People's Republic of China.
Jazyk:	angličtina
Zdroj:	PeerJ [PeerJ] 2023 Oct 30; Vol. 11, pp. e16283. Date of Electronic Publication: 2023 Oct 30 (Print Publication: 2023).
DOI:	10.7717/peerj.16283
Abstrakt:	Background: As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs. Methods: Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning. Results: A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management. Conclusion: This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies. Competing Interests: The authors declare there are no competing interests. (©2023 Cheng et al.)
Databáze:	MEDLINE
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