ArticleFrontiers in medicine2024
The role of blended learning in improving medical students' academic performance: evidence from Pakistan.
Article in Frontiers in medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Application and effectiveness of blended learning in biochemistry laboratory courses: a multi-class controlled study.BMC medical education · 2025Trial
- The relationship between medical students' interest in learning and their ability to solve mathematical problems: the chain-mediating role of teacher-student relationship and self-efficacy.Frontiers in psychology · 2025Article
- Social media integration in medical training: behavioral impact of short-form video creation as an active learning tool.Frontiers in medicine · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: The study examines the role of blended learning in improving medical students' academic performance through self-regulatory learning and technological competence and identifies the moderating role of perceived institutional support in the relationships between self-regulatory learning, perceived teacher credibility, technological competencies, and academic performance. Methods: The study was based on behavioral learning theory as a theoretical framework, and an adapted questionnaire was used to collect the data. In total, 275 medical students participated in the study, and the data was analyzed using structural equation modeling techniques with SmartPLS. Results: The results indicate that self-regulatory learning significantly affects student academic performance and mediates the role of teachers' credibility and technological competencies. Furthermore, perceived institutional support is a significant moderator in the relationship between self-regulated learning, technological competencies, and teacher credibility. Conclusion: The study highlights the importance of self-regulated learning in students' academic achievement. Moreover, it suggests that educational institutions should advance teachers' competence and encourage collaborative learning to enhance students' learning, motivation, and academic performance.
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Registered trials
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