Perceived knowledge and attitude towards blended learning in pharmacology among medical students.

This study aimed to investigate clinical medical students' perceived knowledge, attitudes, and academic performance in pharmacology blended learning. This cross-sectional study surveyed Fujian Medical University clinical students in January 2024. It assessed perceived knowledge, attitude (questionnaire), self-efficacy (GSE-6), and procrastination (PASS). A total of 502 valid questionnaires were included in the analysis. Among them, 266 (52.99%) were male, with a mean age of 20.96 ± 0.63 years. The mean scores for perceived knowledge, attitude, and final grades were 16.25 ± 3.85 (possible range: 0-20), 31.11 ± 3.27 (possible range: 9-45), and 78.85 ± 9.20 (possible range: 0-100), respectively. The structural equation model demonstrated that perceived effectiveness of teaching methods had direct influences on both perceived knowledge (β = 0.389, p < 0.001) and attitude (β = 0.308, p < 0.001). Attitude was directly affected by both perceived knowledge (β = 0.163, p < 0.001) and GSE-6 (β = 0.109, p = 0.022). Additionally, attitude (β =  - 0.365, p = 0.001) and GSE-6 (β =  - 0.500, p < 0.001) directly affected PASS, while attitude directly affected final grades (β = 0.426, p = 0.001). Clinical students showed adequate pharmacology perceived knowledge but suboptimal attitudes toward blended learning, suggesting improved perceived effectiveness of teaching methods could enhance education.