Solveig Giske, Siv M Gamlem, Marit Kvangarsnes, Bodil J Landstad, Torstein Hole, Berit Misund Dahl
Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study
Frontiers in medicine
blended learning integrates classroom facetoface teaching asynchronous synchronous online learning elements swiftly gained acceptance educational environments however implementation blended learning presents challenges impact stakeholders necessitating thoughtful consideration teachers play central role shaping instructional experience among stakeholders fully realize potential comprehensive blended learning imperative identify challenges faced teachers develop strategies sensibly address overcome qualitative exploratory study conducted twelve teachers involved postgraduate blended learning health professions program khyber medical university peshawar 2022 oneonone semistructured interviews conducted via whatsappzoom transcribed otter ai coded nvivo analyzed using braunclarkes thematic analysis three themes challenges faced teachers postgraduate blended learning programs constructed namely 1 skills digital ii instructional iii online class management 2 administrative barriers terms iv resources iv training 3 faculty resistance study provides profound insights daunting challenges postgraduate blended learning program teachers encounter terms skills administrative barriers faculty resistance findings offer valuable opportunity program directors identify critical requirements faculties pursuit effective teaching learning ultimately transforming landscape blended education study emphasizes need ongoing faculty development institutional support address identified challenges improve quality postgraduate blendedlearning programs