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Given that uncertainty has become the signe des temps for our students in the current Covid-19 climate, one can pose the question: what types of skills would be relevant for the current and the next generation of students that would help them make sense of the changing world? School curricula and testing still anchored in the traditional mode of the 3Rs has resulted in a cadre of gifted students who have performed well academically but who have not been educated to reflect on using their "gifts" to transform society in just and meaningful ways. As opposed to being purely speculative on what transformative giftedness could be, we describe the genesis of a gifted academy- a school within a school situated within an impoverished community grounded in the principles of equity, social justice, and transformational giftedness. In this academy, the curriculum based on both socio-emotional learning (SEL) and problem-based learning (PBL), in tandem with interdisciplinary projects, provides avenues for the potential to transform students into making sense of uncertainty in the changing world in meaningful ways. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
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This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.
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On Friday, March 13, 2020, academic and sport activities at a Mexican university were happening as on a normal day. However, the following Monday, students and teachers had to stay at home for an undefined period. In this work, we show how a course with problem-based learning (PBL) and social sustainability (SS) approaches was adapted to pandemic times. We start with the COVID-19 context at the Monterrey Metropolitan Area (MMA) and then provide a theoretical overview of PBL, SS, Latin American self-produced quartiers, soccer in vulnerable communities, and general aspects about pandemic times. Following this, we discuss the methodology used for reaching out to vulnerable communities in Monterrey City, Mexico, using soccer as a strategy. The students conducted a project together with a non-governmental organization (NGO) whose main task is to promote this sport practice in vulnerable communities around the world. We conclude from our study that students need pedagogical platforms that allow them to respond to the requirements of different social groups, as well as to develop skills to face real problems.
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Background: The COVID-19 pandemic has presented challenges to nursing practice globally. However, utilizing digital notebook applications to support nursing student practices may be an effective tool for surgical nursing practicum.Objective: This study aimed to design a blended learning curriculum for surgical nursing practicum, utilizing a digital notebook platform. Methods: This study applied the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to create a blended learning curriculum for surgical nursing practicum, employing the OneNote application platform. The study included three experts and 90 third-year nursing students who evaluated the model. The study was conducted from July 2021 to March 2022 at the Faculty of Nursing, Chiang Mai University, Thailand. Data were analyzed using descriptive statistics.Results: The experts rated the model highly (Mean = 4.33, SD = 0.57). The satisfaction level of the students with the blended learning curriculum using a digital notebook application was also high (Mean = 4.88, SD = 0.31).Conclusion: The blended learning curriculum using a digital notebook application for surgical nursing practicum was satisfactory for learners. The results from this research can be applied in online learning or incorporated into nursing clinical practicum curricula during and even postpandemic. The study results may also serve as an example or a piece of basic information to further develop an advanced online platform for teaching learning, either in Thailand or globally.
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Offshore wind and waves will play an important role at helping the European Union (EU) meet its sustainability goals. Among other efforts, a clear commitment is needed in the area of High Education, a field in which the European Union is also making its contribution through a miriad of initiatives. Amongst these, it is worth highlighting the Renewable Energy in the Marine Environment (REM) master (https://www.master-remplus.eu/), an European Union funded Erasmus Mundus program that started in 2018. In this work, an educational experience corresponding to one subject in the REM Msc is described. The objective of this paper is to evaluate the performance and resilience of the Problems-Based Learning Methodology (PBL) and compare the educational outcomes obtained in standard conditions first, and then, under COVID-19 pandemic conditions. © 2023 IEEE.
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The COVID19 pandemic has revealed deep, ingrained problems with higher education, but also opportunities for positive transformation. In the post-COVID world, education at all levels has the chance to become: (1) universally available at low cost;(2) focused on developing competencies, (3) empowering fulfilling lives, not merely job training;and (4) engaged with communities to solve real-world problems. Achieving this will require overcoming the mass production model of higher education by utilizing the full potential of the Internet in creative ways balanced with face-to-face solutions-based integrated learning, research, and outreach agenda. Building a global collaborative consortium of universities and other educational institutions can move this agenda forward. We describe how this "MetaUniversity” could be structured and how it would serve to advance this agenda and lead the way to a sustainable well-being future for humanity and the rest of nature. Copyright © 2021 Costanza, Kubiszewski, Kompas and Sutton.
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This research aims to identify online challenge-based learning (CBL) that builds on the problem-based learning practice to support professors working in two Mexican institutions with solutions to six social challenges defined by the institutions. Thirty-five professors from Tecnologico de Monterrey participated in developing the solutions related to given challenges by taking a social approach. For this activity, an online training session of one week was organized by the Faculty Development and Educational Innovation Center (CEDDIE) of Tecnologico de Monterrey in Mexico City, Mexico. The data was collected through an online survey based on quantitative and qualitative questionnaires. We received fifteen complete responses out of thirty-five. Analyzing the results of this study affirmed that online CBL activities served professors to promote social interactions, develop pedagogical competencies, and share knowledge based on their learning experience through active collaboration with peers in the same institutions but from different disciplines and campuses to identify and solve existing societal issues. © 2023 IEEE.
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Since the Covid-19 pandemic, there has been an increasing growing need for learning experience or instructional designers. As a result, online courses on user experience (UX) design for learning are in demand to prepare those much-needed professionals. This paper reports the first circle of educational design research (EDR) on such a completely online problem-based course using group contracts and peer-evaluations to promote collaborations. Multiple datasets were collected from a range of data sources from a graduate-level course and were analyzed by two researchers. The study yielded several meaningful results: (1) group contracts helped students work smoothly and keep goals focused on collaborative learning in PBL; (2) the instructor could facilitate the group formation process; (3) peer evaluations helped group collaboration and monitoring; and (4) collaborative technologies are critical for collaboration. The findings also revealed important design principles for collaborative learning in PBL that can be used in similar courses. In addition, this study provides a successful example of how to teach UX design in an online PBL environment, and sheds light on how to further improve similar practices while contributing to the limited body of research on UX design for learning. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-022-11495-6.
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BACKGROUND: Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. OBJECTIVE: This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. METHODS: We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students' perceptions and experiences. RESULTS: The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. CONCLUSIONS: Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. TRIAL REGISTRATION: Retrospectively registered.
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COVID-19 , Internship and Residency , Orthopedics , Child , Humans , Problem-Based Learning , Feasibility Studies , Pandemics , COVID-19/epidemiology , StudentsABSTRACT
Background: COVID-19 pandemic has resulted in a sudden shift to online education. PBL was one of the components that was transformed to online. The aim of the present study was to investigate the impact of the sudden shift to virtual PBL during COVID-19 pandemic in achieving the intended learning objectives of the PBL and to explore the students' perception of the virtual versus traditional PBL. Methods: This is a retrospective study that was conducted in the college of medicine, King Saud University. We compared the perception of third year students who participated in traditional face-to-face PBL in 2019-2020 and in the virtual PBL in 2020-2021. We compared the performance of the students in the traditional face-to-face and in virtual PBL. An online survey was distributed from October to December 2021. The survey contained 7 sections. Each section included several questions comparing virtual and traditional PBL in that aspect. Results: Out of 284 third year medical students, 124 students responded with a response rate of 43.66%. More than half of the students (n = 77, 63%) felt significantly motivated to actively participate in PBL sessions in a virtual learning environment, motivated to learn and support group work and gained critical thinking skills (mean = 3.54 ± 0.12 versus 3.59 ± 0.14, p < 0.001). The majority of students (n = 82, 66%) felt significantly more satisfied about their learning during the virtual PBL versus traditional PBL (mean = 3.48 ± 0.42 versus 3.91 ± 0.59, p < 0.001). There was no significant difference in the students' performance in traditional versus virtual PBL (mean = 4.77 ± 0.22 versus 4.79 ± 0.29, p = 0.2). Conclusion: The results of this study showed that students were significantly more satisfied with the experience in the virtual versus traditional PBL. Medical students' performances in virtual PBL were comparable to the traditional face-to-face approach.
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BACKGROUND: The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions. PROBLEM: In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities. APPROACH: Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment. CONCLUSION: This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.
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COVID-19 , Education, Nursing, Baccalaureate , Education, Nursing , Students, Nursing , Humans , Pandemics , LearningABSTRACT
The purpose of this research paper is focused on new forms of teaching methods in South Korean universities, and it aims to explain how to integrate transformative education approaches to teaching innovation and stimulate the creativity that remains latent in and around most universities. The sudden transition from face-to-face to online learning has, however, posed numerous challenges for students, teachers, administrators, and education leaders. Drawing on previously published sources, this article first attempts to explain different terms used to describe new sustainable forms of education. It then discusses key challenges posed by the widespread adoption of problem-based and flip-learning approaches in online learning during the Covid-19 pandemic, followed by a discussion of suggestions made by different researchers to enhance the effectiveness of online learning. The research is based on a 2020 online environment story about Korean undergraduate classes. The author uses several research methods in this study such as comparative study, focus group analysis, and interview. The paper reveals two key research question: (1) Do special forms of education (flip-learning and problem-based learning) have a positive effect on students' motivation in the online environment? (2) Is the concept "within the online business communication, the class design perspective is now being applied to a much wider range of challenges beyond the traditional concerns, including the search for innovative teaching strategies” actually true? Among major findings in this study are new adopted teaching strategies: core principles engaging people to create valuable experiences together while enhancing online network education;and new forms of teaching methods to create a sustainable education process in an online environment. The author believes that the transformation of teaching methods in Korean universities is the new educational imperative and explains how three sets of revolutionary thinking processes and practices—design thinking, value co-creation, and the power of "pull”—can create new opportunities for innovative universities in the era of Covid-19. Practical implications and discussion declare that instead of thinking about "what to build,” the transformation of the education process is about "building in order to think,” and the new form of teaching itself "creates the opportunity to discover new and better ideas at minimal cost.” This research offers university members and investigators a lesson on how revolutionary ideas about teaching methods transformation complement each other and how it is necessary to go on within any type of emergent circumstances. The challenge is then how to bring the different expertises together to reshape how creative ideas arise in the first place, to include both what's not working in the education system at present and what's possible in the future with new technology. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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Communication is at the heart of good nursing care (Nursing and Midwifery Council, 2018), yet it is at the forefront of many complaints to the National Health Service (Tingle 2018). Effective communication skills are essential in nursing practice to improve person-centred outcomes (McCance & McCormack 2018). Within a newly developed communication module on a BSc (Hons) Nursing programme, creative arts informed stimulation within the development of role plays. However, the impact of these role plays is not known within nursing training. The aim of the study was to ascertain the impact of role-plays (both remotely and in-person) of problem-based scenarios during the COVID-19 pandemic on first year BSc student nurses' learning communication skills for person-centred-care. This was a descriptive exploratory study conducted within a communication module for undergraduate year 1 student nurses. As part of this module, problem-based scenarios on real life events were developed adopting ideas from the creative arts through role play to enhance communication for person centred nursing. Students worked in teams to perform a phased simulation. Data were collected using a questionnaire at the beginning and end of the module, from all students who met the inclusion criteria (N=331), with a pre response rate of (n=286) and post (n=208). Data were analysed using SPSS version 27. The study found that 98% of undergraduate Nursing students developed confidence in interprofessional communication through roleplays. It was found that there was 44% increase in student nurses developing awareness of the importance of listening and 99% learned how to communicate with family. The vast majority (99%) of the student nurses reported that role plays have prepared them for clinical practice. Recommendations include incorporating problem-based learning into future communication modules using role play to prepare student nurses for the realities of practice. [ABSTRACT FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Introduction: Research into patients' perception of empathy has revealed that patients with stomas feel unsupported by healthcare professionals, who can lack an understanding of how it feels to live life with a stoma. A literature review was undertaken to explore what is the evidence for best practice for teaching empathy skills to healthcare professionals and how this can be applied to caring for people with a stoma. Search strategy: Included studies were required to explore teaching empathy or measuring levels of empathy in pre- and post-graduate nurses and in healthcare professionals caring for patients with a stoma. Excluded studies were those involving paediatric and mental health nursing, as these domains of nursing were considered to differ in clinical specialism and any other healthcare professional discipline outside the nursing profession such as doctors or allied healthcare professionals. Results: Given the number of articles reporting that empathy is lacking in stoma care, it is remarkable that so little original research has been carried out in this area, specifically the lack of qualitative research. A variety of interventions were used to assess empathy in pre- and post-graduate nurses, from multiple nations with diverse cultures. Conclusions: Results from the data revealed several themes for the best practice of teaching empathy skills to healthcare professionals, including essential nurse attributes, innate nurse characteristics, nurse experience and the contribution of experiential learning.
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Teaching Business Information Systems programs faces increased pressure from several sources. On the one hand the underlying field of IT and technologies change rapidly, on the other future employers of BIS graduates have diverging expectation (which has also been changing). Furthermore, digital savviness of students and their expectations towards highly technological teaching solutions is increasing, while new pedagogical methods gaining ground as well. To meet these challenges - further complicated with the demand for blended learning solution by the recent pandemic - require higher education institutions to find new ways of delivering BIS degree programs. The approach reported in this paper proposes the redesign of the full curriculum (instead of just 'fixing' individual courses). Such redesign is organized around the TOGAF framework and utilizes problem-based learning and online education pushed to the extreme. Elements of the proposal (called BIPER) has been tested in the context of a Summer School using VR technology and online collaboration tools. © 2022 IEEE.
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The problem-based learning (PBL) methodology has been applied in a set of chemistry courses at the University of Barcelona to determine the main factors that are relevant to a satisfactory application of this educational approach in different contexts (from undergraduate to master subjects). The exceptional situation resulting from the COVID-19 pandemic has also forced us to adapt this methodology from the traditional face-to-face modality to an online version. Thus, the resulting comparative study has allowed us to identify the main aspects of each subject, student background, and modality used, which are relevant to a satisfactory application of PBL. In general, the application of the PBL methodology using Moodle and BBCollaborate as live teaching platforms has a positive impact on student learning and satisfaction. Interestingly, although the face-to-face implementation is preferred to the online modality, students evaluate positively the application of online PBL with respect to the traditional online teaching. Thus, the intrinsic characteristics of PBL, which enhance the learning motivation with suitable problems to be solved in groups, makes this required collaborative work a key point to facilitate student learning. © 2023 American Chemical Society.
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For the transformation we face in industry and society, a broad societal consensus and collaboration between different stakeholders are vitally important. With this in mind, the Environmental Engineering program focuses on environmentally relevant technical developments and the consideration of systemic interrelationships while incorporating societal frameworks. The recently implemented course Technology - Dialogue - Society was developed as an introduction to these complex tasks for first-year students. It focusses on topics of the energy transition sector and public participation. The learning objectives of the course are the acquisition of methodological competencies as well as the promotion of communication, teamwork and the ability to reflect. An overarching goal of the course is also onboarding of students in the program. A wide set of teaching-learning methods is used to achieve this broad objectives. In addition to lectures, collaborative and dialogue-oriented teaching-learning methods such as problem-based learning, peer review of student work, conversational simulations and reflection assignments are used. A particular challenge of implementation was the course size of approximately 100 students and the need for online teaching due to the Covid-19 pandemic. The structure of the course is described and the evaluation results of the first run are presented. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
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Purpose: The COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown. Design/methodology/approach: The students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled "Assimilation of service quality in health systems"). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions. Findings: Six themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning;(2) generating epistemic change;(3) social perspective-taking;(4) domain-based knowledge;(5) prior knowledge and experience;and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes. Originality/value: This study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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PurposeIn the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.Design/methodology/approachThe method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.FindingsThe main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.Research limitations/implicationsThe main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.Originality/valueThe study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.
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RESUMEN: La pandemia por COVID-19 obligó a las universidades a impartir de forma abrupta sus asignaturas en un formato en línea o semi presencial. Es así como el uso del modelo educativo Hyflex surgió como alternativa. El objetivo del presente estudio fue conocer la percepción de los alumnos y docentes sobre la experiencia en el uso de Hyflex en anatomía. Estudio descriptivo de tipo mixto con una muestra por conveniencia de 115 alumnos y 7 docentes que participaban en Anatomía Aplicada durante el año 2021 en las Salas de Habilidades del Hospital de Simulación de la Universidad Andrés Bello, sede Viña del Mar, Chile. La recogida de datos fue a través de un cuestionario de auto aplicación con escala tipo Likert de 5 niveles y la realización de focus group con guión de 9 preguntas semi-estructuradas. Los datos cuantitativos fueron analizados con estadística descriptiva y la aplicación del test Mann- White para comparar entre grupos con un P < 0.05. Los datos cualitativos fueron analizados mediante teoría fundamentada para identificar las categorías principales y subcategorías. Tanto los docentes como estudiantes tuvieron una buena percepción sobre el uso de Hyflex. En ambos grupos lo más destacado fue que posibilitaba el acceso a contenidos y actividades en línea que complementaban las actividades presenciales. Sin embargo, ambos grupos coincidieron en que no aprenden más en el formato en línea que presencial. Además, en las entrevistas de focus group emergieron dos categorías principales, la satisfacción (destacando las subcategorías comprensión de contenidos, aspectos administrativos, acceso a la información) y modalidad (calidad de aprendizaje, rendimiento, participación, recepción de la información y aspectos sociales). Hyflex es una alternativa para impartir los contenidos de anatomía, aunque los estudiantes y docentes perciben que la presencialidad es fundamental para brindar una adecuada experiencia de aprendizaje.
SUMMARY: The COVID-19 pandemic forced universities to abruptly teach their subjects in an online or semi-face-to-face format. This is how the use of the Hyflex educational model emerged as an alternative. The objective of this study was to know the perception of students and teachers about the experience in the use of Hyflex in anatomy. Mixed-type descriptive study was carried out, with a convenience sample of 115 students and 7 teachers who participated in Applied Anatomy during the year 2021 in the Skills Rooms of the Simulation Hospital of the Andrés Bello University, Viña del Mar, Chile. Data collection was through a self-application questionnaire with a 5-level Likert-type scale and a focus group with a script of 9 semi-structured questions. The quantitative data were analyzed with descriptive statistics and the application of the Mann-White test to compare between groups with a P < 0.05. Qualitative data were analyzed using grounded theory to identify main categories and subcategories. Both teachers and students had a good perception of the use of Hyflex. In both groups, the highlight was that it enabled access to online content and activities that complemented face-to-face activities. However, both groups agreed that they do not learn more in the online format than in person. In addition, in the focus group interviews two main categories emerged, satisfaction (highlighting the subcategories content understanding, administrative aspects, access to information) and modality (quality of learning, performance, participation, reception of information and social aspects). Hyflex is an alternative to teach anatomy content, although students and teachers perceive that attendance is essential to provide an adequate learning experience.