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

Q: What were the main variables measured in the study?

The study measured perceived knowledge, questionnaire-based attitudes, academic performance, self-efficacy (GSE-6), and procrastination (PASS).

Q: How was the study conducted and who participated?

A cross-sectional survey was conducted at Fujian Medical University from January 16, 2024 to February 16, 2024 among clinical students, yielding 502 valid questionnaires.

Q: What factors most strongly influenced outcomes in the structural equation model?

Perceived effectiveness of teaching methods directly affected perceived knowledge (β=0.389, p<0.001) and attitude (β=0.308, p<0.001). Attitude also affected final grades (β=0.426, p=0.001) and both attitude and GSE-6 affected PASS.

Sep 30, 2026

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Cross-sectional research examines clinical medical students’ perceived knowledge, attitudes, and academic performance regarding pharmacology blended learning at Fujian Medical University in January 2024. Perceived knowledge, questionnaire-based attitude, self-efficacy (GSE-6), and procrastination (PASS) were measured in 502 valid responses, including 266 males (52.99%). Higher perceived effectiveness of teaching methods directly predicted perceived knowledge (β=0.389, p<0.001) and attitude (β=0.308, p<0.001), with attitude further influencing final grades (β=0.426, p=0.001).

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Materials and methods

Study design and participants

[www. nature.com/scientificreports](www. nature.com/scientificreports) OPEN Perceived knowledge and attitude towards blended learning in pharmacology among medical students Shaoya Chen1􀀍, Chun Chen1, Lixian Wu1, Jieming Xie1, JianYang1,2 & Nanwen Zhang1 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. Keywords Perceived knowledge, Attitude, Medical students, Pharmacology, Blended learning Over the past decades, numerous innovative teaching and learning methods have been developed and promoted to optimize the benefits of modern medical curricula. Among these, several approaches have been particularly effective in addressing the challenges of pharmacology education within integrated medical programs, including team-based learning, problem-based learning, personalized learning, and the use of integrative technologies1. Blended learning represents a dynamic hybrid approach to education, seamlessly merging the advantages of online and traditional perceived effectiveness of teaching methods2. It combines online and offline courses, integrates mixed teaching techniques, and embraces the flipped classroom concept, all facilitated by Internet technology for comprehensive student progress monitoring3. Encouraged by the state, educators are motivated to leverage information technology to enhance their teaching prowess, explore innovative pedagogical models, and embrace diverse strategies like blended learning, thereby forging a novel online teaching paradigm that harmoniously merges online and offline elements4. Numerous studies have confirmed the advantages of blended learning in medical education. For example, a meta-analysis demonstrated that blended learning consistently yielded better perceived knowledge acquisition outcomes than traditional health education methods5. Furthermore, blended learning and associated educational activities have been shown to enhance students’learning motivation and interest6. Pharmacology is an essential and compulsory component of clinical medicine and pharmacy majors that is pivotal in equipping students with vital perceived knowledge about drugs7,8. Within the medical college curriculum, this discipline focuses on elucidating the pharmacological properties of the drugs, thus providing a foundation for their appropriate use in future clinical practice9. However, pharmacology remains a challenging subject for medical students, requiring students to grasp the fundamental principles of pharmacokineticsand pharmacodynamics and gain relevant perceived knowledge specific to various drugs within a restricted 1Department of Pharmacology, School of Pharmacy, Fujian

FAQs

What were the main variables measured in the study?

The study measured perceived knowledge, questionnaire-based attitudes, academic performance, self-efficacy (GSE-6), and procrastination (PASS).

How was the study conducted and who participated?

A cross-sectional survey was conducted at Fujian Medical University from January 16, 2024 to February 16, 2024 among clinical students, yielding 502 valid questionnaires.

What factors most strongly influenced outcomes in the structural equation model?

Perceived effectiveness of teaching methods directly affected perceived knowledge (β=0.389, p<0.001) and attitude (β=0.308, p<0.001). Attitude also affected final grades (β=0.426, p=0.001) and both attitude and GSE-6 affected PASS.

Sep 30, 2026

Upload by Riley