Medical learning and pharmacist’s professional activities have changed significantly over the past century. These changes are in line with the evolution of the pharmacy’s main focus from drug delivery to patient care service delivery. Due to changes in the medical care environment, the role of pharmacists has also changed significantly. However, some pharmacy trainers are aware that the corresponding changes in pharmacy training are slow to come. An alternative approach to professional education challenges educators to rethink the underlying philosophy of pharmaceutical education and consider ways to assist professionals in their role.
Blended Learning provides faculty with the opportunity to develop educationally rich courses and strengthen their medical learning. How you define blended learning affects how you implement it. Despite the increasing use of blended learning approaches in higher education in recent years, there are no standard definitions or rules for implementing them. Numerous definitions lead to ambiguity and lack of consensus about what constitutes blended learning. Blended learning is broadly defined as an addition to traditional learning technology or as a combination of educational modality in the learning environment.
More specifically, blended learning is described as a combination of face-to-face instruction and computer-based instruction. Other definitions conceptualize blended learning as a system, a continuum from strong to weak, or a dimension of possibility. Blended learning is defined as both simple and complex. The simple aspects of blended learning relate to the thoughtful integration of classroom-based learning experiences and online learning experiences, and the complexity of developing and implementing blended learning is in its endless design possibilities and in so many contexts. Is related to the applicability of.
The Blended Learning Course can be implemented in a variety of ways. Graham describes the three categories that cover different possibilities: blend activation, blend enhancement, and blend conversion. Enabling blending makes it easier to access learning opportunities and deliver course content across different modality. The improvement in the blend is reflected in the following gradual changes in pedagogy: Add online resources to the traditional classroom learning environment. The transformation of the blend represents a fundamental shift in the pedagogical approach from passive learning to active knowledge building.
The combination of face-to-face learning with synchronous and asynchronous online learning elements gives learners flexibility and allows them to attend courses from different geographic locations throughout the state. Blending also allows for weeks of interaction between learners and faculty, unlike traditional professional development services. Finally, Blending provided a learning forum that would not be possible without technologies that support asynchronous and synchronous communication. Although this course can be categorized as an empowering blend, it recognizes other blending elements, especially the transformative elements that result from the formation of a medical learning community.
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