Analysis of the Practical Application and Effectiveness of Blended Online-Offline Teaching Models in Medical Education

Yujie Liu; Guolei Li

doi:10.6918/IJOSSER.202507_8(7).0016

Authors

Yujie Liu
Guolei Li

DOI:

https://doi.org/10.6918/IJOSSER.202507_8(7).0016

Keywords:

Medical education; blended teaching; teaching model; practical application.

Abstract

In the context of the Education Informatization 2.0 era, technologies such as 5G, artificial intelligence, and virtual simulation are rapidly penetrating the field of education, prompting a paradigm shift in medical education from knowledge transmission to competency cultivation. Currently, the traditional single-mode lecture-based approach reveals limitations in addressing the dynamic updates of pathological mechanisms and the highly practical nature of clinical skills in medical disciplines, including a lack of practical scenarios and insufficient personalized guidance. Meanwhile, China’s “Healthy China” strategy requires medical professionals to possess solid foundational knowledge, robust practical skills, and strong innovation capabilities—demands that the traditional model can no longer meet. The blended online-offline teaching model integrates digital tools such as MOOCs and virtual labs with traditional practices like bedside teaching and simulation training, overcoming spatiotemporal limitations to enable ubiquitous learning while enhancing clinical reasoning through hands-on practice. This model has emerged as a key breakthrough in medical education reform. An in-depth analysis of its practical effects in course design, resource integration, and evaluation feedback is of great significance for building a medical education system that meets the needs of the new era.

Downloads

Download data is not yet available.

References

[1] Patrício, M. F., Julião, M., Fareleira, F., & Carneiro, A. V. (2013). Is the OSCE a feasible tool to assess competencies in undergraduate medical education? Medical Teacher, 35(6), 503–514.

[2] Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70.

[3] Halverson, A. L., DaRosa, D. A., Borgstrom, D. C., et al. (2014). Evaluation of a blended learning surgical skills course for rural surgeons. American Journal of Surgery, 208(1), 136–142.

[4] Chien, C.-Y., et al. (2020). Traditional versus blended CPR training program: A randomized controlled non-inferiority study. Scientific Reports, 10(1), 10032.

[5] Semeraro, F., Imbriaco, G., Del Giudice, D., et al. (2024). Empowering the next generation: An innovative Kids Save Lives blended learning programme for schoolchildren training. Resuscitation, 194, 110088.

[6] Cook, D. A., & Triola, M. M. (2009). Virtual patients: A critical literature review and proposed next steps. Medical Education, 43(4), 303–311.

[7] Arneson, J. B., & Offerdahl, E. G. (2018). Visual literacy in Bloom: Using Bloom’s taxonomy to support visual learning skills. CBE—Life Sciences Education, 17(1), ar7.

[8] Kononowicz, A. A., Woodham, L. A., Edelbring, S., et al. (2019). Virtual patient simulations in health professions education: Systematic review and meta-analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(7), e14676.

[9] Wu, Q., Wang, Y., Lu, L., Chen, Y., Long, H., & Wang, J. (2022). Virtual simulation in undergraduate medical education: A scoping review of recent practice. Frontiers in Medicine, 9, 855403.

[10] Kromann, C. B., Jensen, M. L., & Ringsted, C. (2009). The effect of testing on skills learning. Medical Education, 43(1), 21–27.

[11] Hensley, A., Hampton, D., Wilson, J. L., Culp-Roche, A., & Wiggins, A. T. (2021). A multicenter study of student engagement and satisfaction in online programs. Journal of Nursing Education, 60(5), 259–264.

[12] Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31(4), 423–439.

[13] Pelaccia, T., & Viau, R. (2017). Motivation in medical education. Medical Teacher, 39(2), 136–140.

[14] Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24(1), 1666538.