ArticleBioinformation2026
Effectiveness of blended learning versus conventional didactic teaching in pathology education outcomes.
Article in Bioinformation, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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.
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.
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Traditional didactic lectures in pathology often promote passive learning, limiting students' ability to apply knowledge clinically. Therefore, it is of interest to compare the learner outcomes between blended learning and traditional didactic lectures among 110 second-year MBBS students. The blended learning group demonstrated significantly superior performance in application-based scores (mean difference 4.5, p<0.001, d=1.85), total examination scores (difference 5.5, p<0.001, d=1.48) and all learner engagement domains (p<0.001) with large effect sizes. Student satisfaction was also markedly higher with blended learning (4.32±0.51 versus 3.48±0.62, p<0.001). Thus, data shows the blended learning enhances higher-order cognitive skills, engagement and satisfaction into competency-based medical curricula for pathology education.
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