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Background <p>Biochemistry is a core medical course, but students often find it abstract and difficult to link with laboratory practice. Traditional laboratory teaching emphasizes procedures over understanding. Blended learning, combining online preparation with face-to-face practice, has been widely applied in medical education, yet its use in laboratory courses is underexplored.</p> Methods <p>A total of 300&#xa0;s-year clinical medicine undergraduates were divided into ten parallel classes (30 students each) and randomized into blended (<i>n</i> = 150) and traditional teaching (control) groups (<i>n</i> = 150). The blended model included pre-lab micro-lectures and quizzes, in-lab three-station rotations (skills, data interpretation, clinical case tasks), and post-lab reflections. Outcomes included laboratory skills, data interpretation, report quality, and questionnaires on engagement, self-regulated learning (SRL), and satisfaction.</p> Results <p>The blended group scored higher in laboratory skills (34.2 ± 3.5 vs. 29.7 ± 4.2, <i>p</i> &lt; 0.001), data interpretation (78.3%±9.2 vs. 65.5%±10.4, <i>p</i> &lt; 0.001), and report quality (82.1 ± 6.8 vs. 74.4 ± 7.2, <i>p</i> &lt; 0.01). They also reported greater engagement (3.98 ± 0.54 vs. 3.45 ± 0.50), SRL (4.02 ± 0.47 vs. 3.50 ± 0.52), and satisfaction (4.21 ± 0.44 vs. 3.62 ± 0.46) (all <i>p</i> &lt; 0.001). Qualitative data indicated that micro-lectures improved readiness, rotations promoted deeper understanding, and clinical cases enhanced motivation.</p> Conclusions <p>Blended learning effectively improved both skills and attitudes in a biochemistry laboratory course, offering a replicable model to strengthen theory-practice integration in medical education.</p>

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Application and effectiveness of blended learning in biochemistry laboratory courses: a multi-class controlled study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Wenhu Chen,
  • Peng Du,
  • Xiaoyan Li,
  • Lifang Wang

摘要

Background

Biochemistry is a core medical course, but students often find it abstract and difficult to link with laboratory practice. Traditional laboratory teaching emphasizes procedures over understanding. Blended learning, combining online preparation with face-to-face practice, has been widely applied in medical education, yet its use in laboratory courses is underexplored.

Methods

A total of 300 s-year clinical medicine undergraduates were divided into ten parallel classes (30 students each) and randomized into blended (n = 150) and traditional teaching (control) groups (n = 150). The blended model included pre-lab micro-lectures and quizzes, in-lab three-station rotations (skills, data interpretation, clinical case tasks), and post-lab reflections. Outcomes included laboratory skills, data interpretation, report quality, and questionnaires on engagement, self-regulated learning (SRL), and satisfaction.

Results

The blended group scored higher in laboratory skills (34.2 ± 3.5 vs. 29.7 ± 4.2, p < 0.001), data interpretation (78.3%±9.2 vs. 65.5%±10.4, p < 0.001), and report quality (82.1 ± 6.8 vs. 74.4 ± 7.2, p < 0.01). They also reported greater engagement (3.98 ± 0.54 vs. 3.45 ± 0.50), SRL (4.02 ± 0.47 vs. 3.50 ± 0.52), and satisfaction (4.21 ± 0.44 vs. 3.62 ± 0.46) (all p < 0.001). Qualitative data indicated that micro-lectures improved readiness, rotations promoted deeper understanding, and clinical cases enhanced motivation.

Conclusions

Blended learning effectively improved both skills and attitudes in a biochemistry laboratory course, offering a replicable model to strengthen theory-practice integration in medical education.