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Logo of bmcmeduBioMed Centralsearchsubmit a manuscriptregisterthis articleBMC Medical Education
 
BMC Med Educ. 2009; 9: 33.
Published online Jun 10, 2009. doi:  10.1186/1472-6920-9-33
PMCID: PMC2702356
Improving education in primary care: development of an online curriculum using the blended learning model
Linda Orkin Lewin,corresponding author1,2 Mamta Singh,3,4 Betzi L Bateman,5,6 and Pamela Bligh Glover7,8
1Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
2Department of Pediatrics, University of Maryland School of Medicine, Baltimore, Maryland, USA
3Department of Internal Medicine, MetroHealth Medical Center/Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
4Department of Internal Medicine, Louis Stokes Cleveland Veterans Administration Hospital/Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
5Primary Care Track Program, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
6Department of Educational Foundations and Special Services, School of Lifespan Development and Educational Services, Kent State University, Kent, Ohio, USA
7Primary Care Track Program, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
8Current address: Macromolecular Science & Engineering, Case Western Reserve University School of Engineering, Cleveland, Ohio, USA
corresponding authorCorresponding author.
Linda Orkin Lewin: llewin/at/peds.umaryland.edu; Mamta Singh: mamta.singh/at/case.edu; Betzi L Bateman: betzi.bateman/at/gmail.com; Pamela Bligh Glover: pamela.glover/at/case.edu
Received December 19, 2008; Accepted June 10, 2009.
Abstract
Background
Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles.
Methods
This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course.
Results
Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam.
Conclusion
Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.
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