title: Effects of a blended learning approach on student outcomes in a graduate-level public health course.
abstract: BACKGROUND
  Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed.
  
  
  METHODS
  The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated.
  
  
  RESULTS
  There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach.
  
  
  CONCLUSIONS
  Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.
authors.affiliation: Department of Community Health and Health Behavior, University at Buffalo, 314 Kimball Tower, 3435 Main Street, Buffalo, NY, USA. mtk8@buffalo.edu.
authors.forename: Marc T
authors.initials: MT
authors.lastname: Kiviniemi
mesh_terms: D020375:Education, Distance; D004500:Education, Graduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D009862:Online Systems; D015397:Program Evaluation; D011634:Public Health / Q000193:education*