Mixed-Mode Learning: Adoption of Cognitive, Social, and Teaching Presence Elements on Clinical Rotations

This study aimed to evaluate the impact of mixed-mode (hybrid and blended) learning on the inquiry process for veterinary students on clinical rotations. An exploratory sequential mixed methods design combining qualitative (focus group) and quantitative (questionnaire) data gathering was used. Deductive qualitative analysis was performed to evaluate ideas confirming the community-of-inquiry process as indicated by teaching, social, and cognitive presence. Inductive analysis was performed to evaluate ideas that did not fall under the community-of-inquiry presence. Likert scores and the proportions of different responses from the questionnaire were summarized. Seven students participated in the focus groups, whereas 60 completed the questionnaire. Thirty-one and 49 faculty members participated in the focus groups and completed the questionnaire, respectively. The components of community inquiry were present in the mixed-mode learning approach for students on clinical rotations. Emergent ideas that did not fit under cognitive, teaching, and social presences but directly or indirectly affected the inquiry process in mixed-mode learning included co-participation by students, flexibility for faculty, faculty well-being, and technical, administrative, and peer faculty support. Barriers to effective mixed-mode design of learning activities include a lack of training of clinical faculty, design misalignment between learning activities and rotation learning outcomes, and assessment of students. Implementing a well-designed institutional continuous education training program for clinical faculty on approaches to mixed-mode learning activities in clinical rotations, followed by an assessment of the training program's access, adoption, and quality, is required.