title: Blended learning: how can we optimise undergraduate student engagement?
abstract: BACKGROUND
  Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs.
  
  
  METHODS
  An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically.
  
  
  RESULTS
  Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education.
  
  
  CONCLUSIONS
  Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.
authors: Medical Education Research Unit, Sir Alexander Fleming Building, Faculty of Medicine, Imperial College London, Exhibition Road, London, SW7 2AZ, UK. c.morton@imperial.ac.uk.
authors: Caroline E
authors: CE
authors: Morton
authors: Faculty of Medicine, 3S1c, Commonwealth Building, Hammersmith Hospital Campus, Imperial College London, Du Cane Road, London, W12 0NN, UK.
authors: Sohag N
authors: SN
authors: Saleh
authors: Medical Education Research Unit, Sir Alexander Fleming Building, Faculty of Medicine, Imperial College London, Exhibition Road, London, SW7 2AZ, UK.
authors: Susan F
authors: SF
authors: Smith
authors: Faculty of Medicine, Sir Alexander Fleming Building, Imperial College London, Exhibition Road, London, SW7 2AZ, UK.
authors: Ashish
authors: A
authors: Hemani
authors: Faculty of Medicine, Sir Alexander Fleming Building, Imperial College London, Exhibition Road, London, SW7 2AZ, UK.
authors: Akram
authors: A
authors: Ameen
authors: Faculty of Medicine, Sir Alexander Fleming Building, Imperial College London, Exhibition Road, London, SW7 2AZ, UK.
authors: Taylor D
authors: TD
authors: Bennie
authors: Faculty of Medicine, Sir Alexander Fleming Building, Imperial College London, Exhibition Road, London, SW7 2AZ, UK.
authors: Maria
authors: M
authors: Toro-Troconis
mesh_terms: D001291:Attitude of Health Personnel; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D009480:Neuropharmacology / Q000193:education*; D015397:Program Evaluation; D036301:Qualitative Research; D013337:Students, Medical / Q000523:psychology*
keywords: Blended learning; E-learning; Medical education; Pharmacology