ABSTRACT
While the definition of distributed learning can be varied, probably the most recognised is the combination of asynchronous and synchronous activities, digital and in-person content delivery, as well as independent and collaborative learning experiences. While many biomedical science courses are rooted in the traditional face-to-face formatting, particularly given the vital lab-based element, the pandemic has afforded an opportunity to expand the use of distributed learning approaches.
Students can work through teaching and learning activities at their own pace and as many times as needed in order to get to grips fully with a topic. Integration of virtual learning environment elements such as learning modules can also be used to guide students through a topic and a range of activities can be embedded to promote interactivity. Such approaches can again add value to face-to-face sessions, allowing synchronous sessions to be focused on areas of particular difficulty and applications of knowledge.
