Volume 35, Issue 254 (3-2026)
J Mazandaran Univ Med Sci 2026, 35(254): 57-66 |
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Mahjoob Khorasani M, Ghahrani N, Sadeghimahalli F. Faculty Perspectives on the Use of Blended Learning at Mazandaran University of Medical Sciences. J Mazandaran Univ Med Sci 2026; 35 (254) :57-66
URL: http://jmums.mazums.ac.ir/article-1-22416-en.html
URL: http://jmums.mazums.ac.ir/article-1-22416-en.html
Abstract: (76 Views)
Background and purpose: Blended learning, which integrates the benefits of traditional and online instruction, has emerged as an innovative and effective educational approach. This study aimed to evaluate faculty members’ perceptions of face-to-face, virtual, and blended learning at Sari Medical School and to compare the views of basic science and clinical departments.
Materials and methods: This descriptive-analytical, cross-sectional study was conducted in 2024. The study population included all faculty members from the basic and clinical sciences at Sari Medical School, Mazandaran University of Medical Sciences, of whom 169 were randomly selected (78% from clinical sciences and 22% from basic sciences). Data were collected using a 32-item questionnaire covering three domains- face-to-face, virtual, and blended learning- rated on a five-point Likert scale. Data analysis was performed using SPSS version 26, applying descriptive statistics and inferential tests, including one-sample t-tests and independent t-tests. The significance level was set at P = 0.05.
Results: Face-to-face education received the highest mean score (3.93±0.56), while virtual education had the lowest mean (1.86±0.86), both showing a significant difference from the scale midpoint (P<0.001). Blended education, with a mean of 3.08 ± 0.10, was slightly above the midpoint but did not differ significantly (P = 0.278). When comparing faculty groups, members of the basic sciences showed a stronger preference for face-to-face education (4.03±0.46), whereas the clinical sciences faculty demonstrated a greater inclination toward virtual education (2.12±1.09). Perceptions of blended education were similar between the two groups (P> 0.05).
Conclusion: The findings indicate that faculty members prefer face-to-face education, while virtual education is limited by infrastructural and technological challenges. Blended learning was rated at a moderate level. These results underscore the need to strengthen educational infrastructure, improve the quality of virtual instruction, and systematically advance blended learning to enhance the effectiveness and overall quality of medical education.
Materials and methods: This descriptive-analytical, cross-sectional study was conducted in 2024. The study population included all faculty members from the basic and clinical sciences at Sari Medical School, Mazandaran University of Medical Sciences, of whom 169 were randomly selected (78% from clinical sciences and 22% from basic sciences). Data were collected using a 32-item questionnaire covering three domains- face-to-face, virtual, and blended learning- rated on a five-point Likert scale. Data analysis was performed using SPSS version 26, applying descriptive statistics and inferential tests, including one-sample t-tests and independent t-tests. The significance level was set at P = 0.05.
Results: Face-to-face education received the highest mean score (3.93±0.56), while virtual education had the lowest mean (1.86±0.86), both showing a significant difference from the scale midpoint (P<0.001). Blended education, with a mean of 3.08 ± 0.10, was slightly above the midpoint but did not differ significantly (P = 0.278). When comparing faculty groups, members of the basic sciences showed a stronger preference for face-to-face education (4.03±0.46), whereas the clinical sciences faculty demonstrated a greater inclination toward virtual education (2.12±1.09). Perceptions of blended education were similar between the two groups (P> 0.05).
Conclusion: The findings indicate that faculty members prefer face-to-face education, while virtual education is limited by infrastructural and technological challenges. Blended learning was rated at a moderate level. These results underscore the need to strengthen educational infrastructure, improve the quality of virtual instruction, and systematically advance blended learning to enhance the effectiveness and overall quality of medical education.
Type of Study: Research(Original) |
Subject:
medical education
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