Title
Effectiveness of blended learning versus conventional didactic teaching in pathology education outcomes
Authors
Puja Singh*, Jyoti Namdev & Jyoti Shukla
Affiliation
Department of Pathology, Bundelkhand Medical College, Sagar, Madhya Pradesh, India; *Corresponding author
Puja Singh - E-mail: dr.pujasingh@gmail.com
Jyoti Namdev - E-mail: nam.dev.j147@gmail.com
Jyoti Shukla - E-mail: jyotishukla751991@gmail.com
Article Type
Research Article
Date
Received June 1, 2026; Revised June 30, 2026; Accepted June 30, 2026, Published June 30, 2026
Abstract
Traditional didactic lectures in pathology often promote passive learning, limiting students' ability to apply knowledge clinically. Therefore, it is of interest to compare the learner outcomes between blended learning and traditional didactic lectures among 110 second-year MBBS students. The blended learning group demonstrated significantly superior performance in application-based scores (mean difference 4.5, p<0.001, d=1.85), total examination scores (difference 5.5, p<0.001, d=1.48) and all learner engagement domains (p<0.001) with large effect sizes. Student satisfaction was also markedly higher with blended learning (4.32±0.51 versus 3.48±0.62, p<0.001). Thus, data shows the blended learning enhances higher-order cognitive skills, engagement and satisfaction into competency-based medical curricula for pathology education.
Keywords
Blended learning, teaching-learning methods, medical education, learner engagement and competency-based medical education (CBME)
Citation
Singh et al. Bioinformation 22(6): 3781-3785 (2026)
Edited by
P Kangueane
ISSN
0973-2063
Publisher
License
This is an Open Access article which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. This is distributed under the terms of the Creative Commons Attribution License.
