ArticleAdvances in medical education and practice2025
Impact of a MOOC-Based Blended Learning Model on Performance, Satisfaction, and Perceptions in a Histology Course for Chinese Medical Students.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Flipped classroom-based blended learning in histology education: investigating the effectiveness of applying a new approach to improve medical students' learning.BMC medical education · 2025Trial
- Development of a blended MOOC implementation model for English language learning: An interpretive structural modeling approach.PloS one · 2026Article
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Authors and funding
4 authors.
Funding
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Abstract
Background: While massive open online course (MOOC)-based blended learning has gained popularity across disciplines, its adoption in medical histology education is underexplored, and its educational benefits for undergraduate medical students have yet to be clearly established. Objective: This study examined the relative effectiveness of traditional and blended learning methods in terms of academic performance, student perceptions, and learning satisfaction among first-year medical students in China enrolled in a histology course. Methods: In this study, two groups with similar age, gender, and academic background were analyzed. The control group (n = 44) received traditional lecture-based teaching (LBT group), while the blended learning group (n = 45) received hybrid teaching, which combined traditional lecture-based teaching and MOOC (LBTM group). Results: The final examination score of the blended learning participants was significantly higher than that of the control participants (LBTM 81.00 ± 10.84 vs LBT 75.34 ± 12.50, Conclusion: Blended learning led to significant improvements in students' performance, satisfaction, and perception compared with traditional learning.
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Registered trials
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