A comparative analysis of academic outcomes in blended versus traditional instructional approaches: An examination within the context of the National Medical Licensing Examination.

Abstract

This research examines the distinctions between the blended teaching approach and the traditional instructional method within the context of pathophysiology, utilizing the Practicing Physician Qualification Examination as a foundational framework. The objective is to elucidate the effects of the blended teaching model and to provide insights and recommendations from diverse perspectives to guide future reforms in medical education. The research methodology comprised a comparative analysis of students' academic performance within the institution, supplemented by the administration of a questionnaire survey. The experimental group participated in a blended classroom teaching model designed to align with the content of the Practicing Physician Examination, while the control group adhered to a conventional teaching model based on the identical examination content. The students in the blended learning group demonstrated significantly higher performance on both the mid-term and final examinations compared to those in the traditional lecture group. The instructional method showed a substantial impact on student achievement. Additionally, a majority of students in the experimental group perceived that the blended classroom teaching model, designed around the Practicing Physician Examination, enhanced their competence for the examination. The adoption of a blended classroom teaching model, focused on the Practicing Physician Examination, has significantly enhanced educational outcomes in pathophysiology and substantially improved students' preparedness for the Practicing Physician Examination.