The Study of Effectiveness of Blended Learning Approach for Medical Training Courses


Z Karamizadeh 1 , N Zarifsanayei 2 , * , AA Faghihi 3 , H Mohammadi 3 , M Habibi 3

1 Shiraz, Iran

2 Distance Educational Planning Center of Excellence for e-Learning in Medical Sciences, Shiraz University of Medical Sciences, [email protected], Iran

3 Research Scholar in Education, Shiraz University of Medical Sciences, Iran

How to Cite: Karamizadeh Z, Zarifsanayei N, Faghihi A, Mohammadi H, Habibi M. The Study of Effectiveness of Blended Learning Approach for Medical Training Courses, Iran Red Crescent Med J. Online ahead of Print ; 14(1):41-44.


Iranian Red Crescent Medical Journal: 14 (1); 41-44
Article Type: Brief Report
Received: June 4, 2011
Accepted: October 14, 2011




Background: Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach.


Methods: This interventional study was performed in 130 students at different clinical levels participating in class sessions on “congenital adrenal hyperplasia and ambiguous genitalia”. Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire.  


Results: There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach. 


Conclusion: Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.


Blended Learning Efficacy Medical Students

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