背景:2019年冠状病毒病(COVID-19)大流行改变了世界经济,一眨眼的健康和教育。全球近10亿学习者受到影响。这导致了向混合学习的范式转变。因此,认为有必要为医学教育中混合课程的开发提供实用的指导。这将有助于克服由于大流行而导致的医学教育前所未有的转变所面临的挑战。方法:使用复杂的混合学习系统(CALBS)框架,根据作者的个人经验和文献检索开发指南。七名专家使用名义组技术制定了这些指南。与专家分享了CABLS框架的同意书和文献。专家在该技术的第一阶段独立制定了指南。在给定的时间之后,第二阶段从主持人调解讨论专家制定的个人指南开始。经过讨论和共识,形成了四种指导思想。在第三阶段,专家们对指导方针的想法进行了1到5的排名。排名最高的指南思想被选为开发混合学习课程的最终指南。结果:小组共识导致为医学教育中的混合课程或课程制定了七个指南。这些指南是基于一个概念框架补充专家自己的个人经验和当前的文献证据。结论:这些指南将提供一种全面,系统的方法来开发医学教育中的混合学习课程。
Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world\'s economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these
guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual
consensus four types of
guideline ideas were developed. During the third phase the experts ranked the
guideline ideas on a scale of 1 to 5. The
guideline idea that ranked highest was selected as a final
guideline for developing a blended learning curriculum. Results: The group
consensus resulted in developing seven
guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert\'s own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.