Evaluating Blended Teaching Models in Medical Colleges: Preferences and Influential Factors for Teachers and Students

Abstract

Objective: This study evaluates the adoption of blended teaching models by faculty and students at Hubei University of Medicine. It aims to assess their willingness to adopt hybrid learning and identify the factors influencing their choices. The goal is to provide a theoretical foundation for reforming teaching models. Methods: We distributed questionnaires to 235 faculty members and 1501 students at Hubei Medical College to assess their preferences for various teaching models. We analyzed the results using multiple logistic regression analysis. Results: Among the participants, 34.5% of teachers and 33.7% of students preferred the hybrid teaching model. Influential factors for selecting this model included the quality of online teaching (OR=1.601, 95% CI: 1.221–2.100) and teacher-student interaction (OR=2.568, 95% CI: 1.230–5.361) for teachers. For students, significant factors included online learning tools (OR=1.894, 95% CI: 1.002–3.580), a single teaching method (OR=1.390, 95% CI: 1.042–1.856), low learning efficiency (OR=2.154, 95% CI: 1.673–2.774), and the effectiveness of online learning (OR=1.257, 95% CI: 1.181–1.339). Conclusion: The blended teaching model has gained popularity among faculty and students in higher education. Universities should leverage advancements in information technology to address challenges in hybrid teaching. Maximizing students’ sense of academic achievement and satisfaction is recommended to enhance and support the blended teaching approach.