Table 1.

Difference in learning activities between blended (intervention) and non-blended (comparison) groups

Blended learning (intervention)	Non-blended learning (comparison)
1. Prior to lesson
• Students view specific presentations relevant to the upcoming tutorial via YouTube
2. Designated EBP lesson
• Tutor facilitates discussion with students on key concepts to be covered in the module	• Tutor presents 30–40 PowerPoint presentation on key concepts to be covered in the module
• Students are divided into small groups (4–5 members per group)	• Tutor facilitated discussion of a previously pre-appraised article
	• Students divided into small groups (4–5 members per group) and critically appraise an article within the tutorial
	• Tutor led discussion on the critical appraisal performed by students in-class
3. Post EBP lesson
• Group members to identify patient during other 'bedside teaching’	• Self-directed learning
• Whilst at the 'bedside’, students to access evidence (via mobile learning) relevant to their patient to inform decision making
• Groups prepare oral presentation, based on their patient scenario, outlining clinical and EBP content learnt
4. Prior to lesson
• Students view specific presentations relevant to the upcoming tutorial via YouTube
5. Designated EBP lesson
• Each group presents learning experience based on their specific patient scenario during 'bedside teaching’	• Lesson repeated as per stage 2 (with new content)
• Tutor facilitates discussion based on content raised in group presentations
• Lesson repeated as per stage 2 (with new content)