How the role of socialization affects blended learning methodologies for faculty working with teams in a healthcare setting.

Abstract

When looking at healthcare education settings, one barrier to understanding the nature of socialization and its effect on teaching methodology design is the advent of blended learning formats used within education departments. The author utilized qualitative research using grounded theory with deductive, verification and inductive processes to help determine how the role of socialization influence these methodologies. The intent of this study was to learn how socialization considerations affect blended learning methodologies and formats for faculty working with teams in a healthcare setting. The research included analysis of case studies derived from interviews of a medical school educator, graduate school faculty member, clinical laboratory educator and professional developer working at Mayo Clinic and the University of Minnesota. Interviewees were key members in each of their respective areas and had varying levels of background using blended learning formats for groups/teams in their courses. The primary question posed to the interviewees was: how does the role of socialization affect blended learning methodologies for faculty working with teams in a healthcare setting? The author utilized NVivo software to code transcripts and to help with analyzing interviews and other data. Additionally, triangulation of the raw data was used with other researchers experienced in qualitative research. Results of the study are continually forthcoming but themes emerged centered around methodologies fostering three attributes of socialization for groups in healthcare classes: development of mutual respect in the blended format, developing a common ground for students, and understanding a student's purpose or vested interest in the group and class. Additionally, the study suggested the need for faculty awareness when designing blended learning formats to include methodology that bridges learning content with service aspects which are important in developing healthcare workers. Experienced faculty members/physicians/professional developers feel that with the large of amount of content available online, a sense of entitlement may occur with students who do not feel a need to build the socialization aspect of learning. This may shape long-term development of healthcare workers relative to patient care and overall quality. Implications of the study suggest the need for faculty development and organizational support that focuses on helping experienced healthcare teachers understand the socialization aspects of effective blended learning course design. Faculty working with groups in blended learning need to build confidence and skill levels when deciding the right balance of social interaction and technology use for the particular outcomes they are looking for in their courses.