Blended learning models of training and education are gaining in popularity and availability.  While such models are appealing for variety of reasons, they are not without unique challenges and concerns.  Practitioners face ethical decisions every day and blended training models create their own set of circumstances that could become problematic without forethought and a deliberate effort to avoid such complexities. The authors share their own experiences after three years of a blended training model and offer targeted recommendations for educators, practitioners, administrators, and university faculty. FULL MANUSCRIPT AVAILABLE AT:

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