A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students
Paul-Erik Lillholm Rosenbaum 1, 2, *, Øyvind Mikalsen 3, Henning Lygre 1, Einar Solheim 1, Jan Schjøtt 1
Identifiers and Pagination:Year: 2012
First Page: 182
Last Page: 187
Publisher Id: TODENTJ-6-182
Article History:Received Date: 19/7/2012
Revision Received Date: 6/9/2012
Acceptance Date: 7/9/2012
Electronic publication date: 30/11/2012
Collection year: 2012
open-access license: This is an open access article licensed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.