Development of Blended Learning in Medical Coding III Course for Students in Diploma Medical Record Science
Keywords:
Instructional Design, Blended Learning, Medical Coding CourseAbstract
This research and development study aimed to analyze situations, problems, and needs prior to developing a blended learning model, and evaluating its effectiveness in the medical coding III course for the medical record diploma. The study was divided into 3 steps: 1) analyze the situations, problems, and needs for teaching the medical code III course, 2) develop a blended learning model and have it verified by 3 experts, 3) evaluate the effectiveness of the blended learning medical code III on 207 students (100 students in the control group and 107 in experimental group). The research tools were a knowledge quiz and a satisfaction assessment form, with a content validity of .67 -1.00, KR-20 reliability of 0.90, and a Cronbach’s alpha coefficient of 0.84. The data were analyzed using descriptive statistics and independent t-test. The results were as follows.
1. Teaching and learning situations were theoretical-based lectures on the medical code handbook (ICD-10), practice on clinical coding from case studies, and quizzes in each chapter. The students were not interested in the subject. In addition, there were many students in the class which led to difficulties for students to access teachers.
2. Blended learning model in the medical coding III course consisted of face-to-face learning, peer-assisted learning, peer teaching method, and Google classroom.
3. After using the blended learning model in medical coding III course, the student’s knowledge was higher (M=57.08, SD=8.14) than before (M=44.52, SD=6.98) significantly (p<.001). In addition, satisfaction on blended learning was at the highest level (M=4.50, SD=0.21).
The developed blended learning model might be applied and adapted according to subjects and learners.
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