Objective: To explore the factors that influence the postgraduate students' learning and motivation in a
blended learning approach used in MHPE program.
Study Design: It was a Qualitative, Phenomenology study.
Place and Duration of Study: This study was conducted at three different institutions of Pakistan who are
running their Masters in Health Professions Education Program (MHPE) and duration was from March 2017 to
Study Population: Sampling technique was purposive homogenous sampling, and the interviews were taken
from 10 postgraduate (MHPE) students from three institutions of Pakistan.
Materials and Methods: Qualitative data was collected through one on one semi structured interviews.
Interview questionnaire was formulated after going through extensive literature research and expert
validation. All interviews were audio recorded, transcribed, coded, analyzed manually as well as by importing it
into NVivo software version 11 and thematic analysis was done.
Results: Thematic analysis revealed many factors which influenced students' learning in a meaningful way.
These factor were clustered into six major areas which are; 'Active learning environment', 'Role of course design
and educational psychology', 'Role of teachers', 'Role of assessments', 'Learners satisfaction and motivation for
learning' and 'learning hampering factors' on the basis of similarities with each other.
Conclusion: Students hold a positive perception of Blended Learning Approach being offered in the MHPE
program. New learning skills were acquired by the students and motivation was maintained throughout the
course. Students were also able to transfer these learning skills to their undergraduate students. Research
findings suggests that a Blended learning approach course design can be successfully used in postgraduate
education. This study provides guidance for faculty members, educators and curriculum planners to effectively
plan their modules while incorporating a Blended learning approach in medical education.
Key words: Blended Learning Approach, Postgraduate Programs, Student Learning and Motivation