Blended Learning Compared With Face-to-Face Learning Among Family Medicine Residents: Randomized Controlled Trial.

Area of Science:

• Medical Education
• Family Medicine
• Socioconstructivist Learning

Background:

• French family medicine residency training utilizes active, socioconstructivist small-group courses for skill development.
• Increasing resident numbers strain limited teaching resources, challenging traditional face-to-face methods.
• Blended learning offers a solution by reducing in-person time while retaining small-group dynamics.

Purpose of the Study:

• To compare the effectiveness of blended versus traditional face-to-face learning on knowledge and skill acquisition in family medicine residents.
• To evaluate resident satisfaction and academic performance in both learning modalities.

Main Methods:

• A randomized controlled trial compared a blended course (2.5 hours e-learning + 3 hours face-to-face) with a traditional course (5.5 hours face-to-face).
• Both courses employed socioconstructivist principles and active engagement.
• Primary outcome: residents' self-assessment of knowledge and skills; Secondary outcomes: satisfaction and academic achievement.

Main Results:

• No significant difference was found in the primary outcome (knowledge and skills self-assessment) between blended and traditional groups (P=.19).
• Knowledge self-assessment was slightly higher in the blended group, though not considered educationally significant (P=.02).
• No significant differences were observed for satisfaction or academic achievement.

Conclusions:

• Blended courses are a viable method to sustain socioconstructivist teaching for a growing number of family medicine residents.
• This approach does not negatively impact residents' self-assessed knowledge and skills.
• Blended learning provides an effective alternative for medical education, balancing resource constraints with pedagogical principles.