ArticleJournal of education and health promotion2026
Blended learning environment versus interactive lecture in life rules; applied ethics course for medical sciences digital natives: An evaluation based on Kirkpatrick's model.
Article in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Erratum: Blended learning environment versus interactive lecture in life rules; applied ethics course for medical sciences digital natives: An evaluation based on Kirkpatrick's model.Journal of education and health promotion · 2026Article
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe existence of general courses in the curriculum of medical sciences disciplines is essential to meet the individual and ethical needs, societal requirements, and the professional commitment of students. Currently, interactive lecture is the most common teaching method for general courses, which leads to apathy and non-participation of new generation. Utilizing educational technologies with student-centered approaches is emphasized for active learning. Therefore, we aimed to investigate the effectiveness of the blended learning environment including peer-teaching and multimedia compared to interactive lecture in the Life Rules; Applied Ethics course in medical sciences with an evaluation based on Kirkpatrick's model. MATERIALS AND
methodsA semi-experimental study with a pretest-posttest design was conducted. 420 students of Hamedan University of Medical Sciences were randomly assigned into two groups. The teaching method in the control group was interactive lecture and blended learning (peer teaching and multimedia) in the intervention group. Course satisfaction questionnaire with 17 items and the MCQ test with 15 questions measured levels 1 and 2 of Kirkpatrick's model respectively. Data were analyzed using descriptive and analytical statistical tests with STATA 14 software.
resultsThe knowledge score in the blended learning group was higher than the interactive lecture group, and this difference was statistically significant (
conclusionThe findings of the study demonstrated blended learning environment improves knowledge and satisfaction in general courses by providing audio and visual content and opportunities for active learning. Determining the effectiveness of student-centered approaches and applying them, can lead to the promotion of active learning, which in turn leads to the improvement of the curriculum at the macro level, responding to the needs of individual and ethical development, societal needs, and promoting the professional commitment of new generation.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.