Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology

Area of Science:

• Medical Education
• Pathophysiology Teaching

Background:

• Traditional lectures are a common method for teaching pathophysiology.
• There is a need for innovative teaching strategies to enhance student engagement and learning outcomes in medical education.

Purpose of the Study:

• To compare the effectiveness of traditional versus hybrid teaching strategies in pathophysiology.
• To assess student perceptions of a hybrid pathophysiology course.

Main Methods:

• A hybrid pathophysiology course integrated lectures, problem-based learning, group discussions, and quizzes.
• Students were divided into a hybrid group (167) and a traditional lecture group (118).

Main Results:

• No students in the hybrid group failed the final exam, unlike the traditional group.
• The hybrid group showed a significantly higher percentage of high scores.
• 73.7% of hybrid students reported increased interest in pathophysiology, and 83% felt better prepared for clinical problem-solving.

Conclusions:

• Hybrid teaching strategies enhance active learning and clinical problem-solving skills in pathophysiology.
• This approach effectively promotes student interest and academic success in pathophysiology.