Blended learning in practice-intensive medical education: A qualitative exploration of undergraduate medical imaging...

Blended learning is increasingly adopted in health professions education, yet its efficacy in practice-intensive fields like Medical Imaging Technology (MIT) remains underexplored. This study investigates undergraduate MIT students' perceptions of blended learning, with particular focus on its influence on engagement, academic performance, and skill acquisition.

This study employed a descriptive phenomenological design to explore students' lived experiences in a blended learning environment. Sixteen undergraduate students (8 females, 8 males) from various academic years at Chongqing Medical University participated. All had prior exposure to blended learning in at least two courses. Data were collected via semi-structured interviews and analyzed using thematic analysis to identify recurring themes.

Students highlighted the flexibility and accessibility of blended learning, emphasizing the advantages of recorded lectures, multimedia resources, and self-paced study for mastering complex theoretical concepts. However, significant limitations were identified: lack of hands-on practice with imaging equipment, reduced peer interaction, and challenges in maintaining self-discipline in autonomous online settings. These factors hindered engagement and development of practical competencies essential to MIT training.

While blended learning supports theoretical knowledge acquisition through flexible and diverse learning resources, it falls short in cultivating essential practical skills for MIT students. An overreliance on virtual modalities without adequate hands-on training risks compromising clinical readiness.

To enhance its effectiveness in MIT education, blended learning should be strategically integrated with in-person clinical practicums and structured mentorship. Incorporating interactive simulations, guided skill labs, and real-time feedback mechanisms can bridge the gap between theory and practice, ensuring students are better equipped for professional clinical environments.