Table 1 Difference in learning activities between blended (intervention) and non-blended (comparison) groups

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)