Perceived effectiveness and preferences of medical students toward blended learning in anatomy: a multi-institutional cross-sectional study #MMPMID41353536
BMC Med Educ 2025[Dec]; ? (?): ? PMID41353536show ga
BACKGROUND: The rapid integration of blended learning (BL) into anatomy education has transformed traditional teaching. the preferences and perceptions of medical students toward BL, and its impact on anatomy learning, remain underexplored. OBJECTIVE: This multi-institutional study aimed to assess medical students' preferences and perceptions regarding BL in anatomy education, and to identify factors influencing their anatomy learning across three universities in Egypt and Oman. METHODS: A comparative cross-sectional survey was conducted among 615 medical students from Alexandria University (Egypt), Mansoura University (Egypt), and National University (Oman). The validated Blended Learning Questionnaire (BLQ), adapted from Western Sydney University, was administered online. The BLQ evaluated preferences for learning modalities, satisfaction with BL, the role of self-regulated learning (SRL), small group activities. Data were analysed using descriptive statistics, chi-square tests, t-tests, and ANOVA, with significance set at p < 0.05. RESULTS: students expressed a preference for BL and online modalities over traditional face-to-face lectures, with the highest preference for BL observed in National University. Female students favoured small group learning, while SRL was most valued by National students. The use of audio-visual resources and flexibility in accessing online materials were highly rated. Institutional differences were noted in preferred online tools and the value of small group activities. CONCLUSION: Medical students across diverse settings prefer blended and online learning approaches for anatomy, highlighting the need for flexible, resource-rich, and student-cantered curricula. These highlight the importance of supporting SRL and using technology to optimize anatomy education, with implications for curriculum design and faculty development.
BMC+Med+Educ 2025 ; ? (?): ?
