Effectiveness of blended learning on improving medical student’s learning initiative and performance in the physiology study

Abstract

In recent years, online learning has been widely used than before. However, it depends on student’s learning initiative and lacks of teacher-student interaction, which cannot bring desired learning performance. In our physiology teaching practice to “5 + 3” integration medical student, we tried to combine online and classroom learning to form the blended learning. This study assessed the effectiveness of the blended learning on students’ learning initiative and performance in the physiology study. It included 180 full-time students from clinical medical specialty across two academic years. These students were divided into the experimental classes receiving blended learning and the control classes receiving traditional learning. We carried out three classroom tests and one questionnaire survey. It found that the students of blended learning who mastered most of the content were as twice as the students of traditional learning. The average accuracy of classroom tests was above 90% from the students of the blended learning, which was higher than the approximate rate of 80% of from the students of the traditional learning. Both the times of preparing lessons and answering questions in class increased in the blended learning practice. In addition, students of blended learning were relatively unaffected by playing with the mobile phones in the class. It found that students acquired more knowledge, performed better in the classroom tests and their learning initiative was excited in the blended learning.This study provides the effect assessment and contributes to improve the teaching effect of the blended learning.