ArticleBMC medical education2023
Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyPooled it
- Long-term impact of anesthesiologist-led active learning on dental students' clinical autonomy in medical risk management and patient safety: a 12-month prospective cohort study.BMC medical education · 2026Article
- Design and practice of the "BOPPPS + PAD" blended learning model in teaching of surgical nursing.BMC medical education · 2026Article
- Implementing and evaluating an integrated self-directed learning method for 1Journal of education and health promotion · 2026Article
- The relationship between self-directed learning ability and clinical competence among nursing students: a cross-sectional descriptive study.BMC medical education · 2025Article
- Study Technique and Curriculum Guidance Preferences of Medical Students in Clinical Medicine: A Mixed-Methods Analysis.Medical science educator · 2025Article
- Construction of research feedback experimental teaching mode for medical undergraduate students and comparative study with traditional experimental teaching mode.BMC medical education · 2025Article
- Evaluating the Effectiveness of Jigsaw-Based Learning in Medical Education: Students' Perceptions and Feedback.Cureus · 2025Article
- How neurosurgeons maintain and update their professional knowledge in a self-directed learning context.BMC medical education · 2024Article
- Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model.BMC medical education · 2024Article
- Influence of perceived stress on professional identity among nursing students: a chain mediating role of self-control and self-directed learning ability.Frontiers in medicine · 2024Article
- Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation.Frontiers in psychology · 2023Article
- Effects of a virtual simulative diabetes care program on learning ability and clinical thinking skills in nursing interns.Digital healthArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSelf-directed learning (SDL) is one of the most important abilities for medical students in terms of their future clinical medical practice. During the blended teaching process, teachers can design a variety of learning activities to cultivate students' SDL abilities. This study aimed to assess the differences between the SDL abilities of medical students using blended and traditional didactic teaching.
methodsThis study included 239 medical students from eight administrative classes. The students were divided into two groups: (1) the experimental group (EG), which included 119 students from four administrative classes, and (2) the control group (CG), which included 120 students from the remaining four classes. From February to July 2022, blended teaching methods were applied to the EG group, and SDL abilities were assessed in comparison to the CG group receiving traditional didactic teaching methods.
resultsAt the end of the semester, significant differences (p < 0.05) were observed between EG and CG in all six SDL ability factors. Furthermore, when k-means cluster analysis was used to analyze the learning behavior of students in the EG after classifying them as comprehensive, interactive, and passive types, significant differences were observed in all six Self-directed learning factors of students with the comprehensive type, whereas significant differences were observed in four factors (setting learning goals and plans, self-monitoring and regulation, information processing, and communication and cooperation) of students with the interactive type. For students with passive type, only one factor of SDL (information processing) showed significant improvement. There were on differences between comprehensive, interactive, and passive types of CG.
conclusionThe blended teaching approach is better than the conventional didactic teaching for cultivating clinical medical students' SDL abilities.
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