Blended learning in laboratory science education: comparison of flipped classroom and traditional lectures in immunohematology training.
- 1Department of Medical Library and Information Sciences, School of Allied Medical Sciences, Hamadan University of Medical Sciences, Hamadan, Iran.
- 2Educational Development Center (EDC), Hamadan University of Medical Sciences, Hamadan, Iran.
- 3Department of Medical Laboratory Sciences, School of Allied Medical Sciences, Hamadan University of Medical Sciences, Hamadan, Iran. [email protected].
Abstract
Background
Using blended learning such as combining flipped classroom and demonstration methods not only addresses learners' needs but also enhances interaction and feedback. This, in turn, leads to greater learner satisfaction and improved effectiveness compared to traditional teaching methods. Therefore, this study aimed to compare the educational outcomes of blended learning versus traditional lectures in the practical immunohematology course for laboratory sciences students.Methods
This study was conducted over five consecutive fall semesters (2020-2024). The study employed a parallel-group, randomized controlled design. A total of 196 eligible students were randomly allocated, using computer-generated sequencing with concealed allocation, to either a control group (n = 100) that received traditional lectures or an intervention group (n = 96) that underwent a blended learning approach (virtual flipped classroom combined with demonstrations). Outcome assessors and data analysts were blinded to group assignment. Data was collected via structured questionnaires and objective structured practical examination (OSPE) and analyzed using SPSS software (version 26) with descriptive and inferential statistics.Results
The intervention group achieved significantly higher mean scores than the control group in knowledge (5.100 vs. 7.656, p < 0.001). OSPE laboratory assessment (18.19 vs. 16.47, p < 0.001), OSPE hospital assessment (6.304 vs. 5.319, p < 0.001), self-perceived laboratory competence (39.82 vs. 31.13, p < 0.001), and student satisfaction (81.73 vs. 42.78, p < 0.001). These findings indicate that blended learning markedly improves practical performance, knowledge acquisition, and satisfaction compared to traditional lecture-based methods. The effect size analysis represented small, medium, and large effects, respectively.Conclusion
These findings affirm the effectiveness of the blended learning model in health professions education, demonstrating its capacity to successfully integrate theory with practice in laboratory settings. The study highlights the transferability of this approach to other lab-based medical and biomedical science courses, suggesting a scalable strategy for enhancing practical competency. Future research should examine the long-term retention of skills, direct impact on clinical laboratory proficiency, and cost-effectiveness to facilitate wider implementation across medical curricula.
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BibTeX
@article{saniee2026blended,
title = {{Blended learning in laboratory science education: comparison of flipped classroom and traditional lectures in immunohematology training.}},
author = {Nadia Saniee and Masoumeh Seidi and Fatemeh Amiri},
journal = {BMC medical education},
year = {2026},
month = jul,
doi = {10.1186/s12909-026-09985-z},
url = {https://europepmc.org/article/MED/42897555},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Blended learning in laboratory science education: comparison of flipped classroom and traditional lectures in immunohematology training.
AU - Nadia Saniee
AU - Masoumeh Seidi
AU - Fatemeh Amiri
PY - 2026
DA - 2026/07/01
JO - BMC medical education
DO - 10.1186/s12909-026-09985-z
UR - https://europepmc.org/article/MED/42897555
AB - Background Using blended learning such as combining flipped classroom and demonstration methods not only addresses learners' needs but also enhances interaction and feedback. This, in turn, leads to greater learner satisfaction and improved effectiveness compared to traditional teaching methods. Therefore, this study aimed to compare the educational outcomes of blended learning versus traditional lectures in the practical immunohematology course for laboratory sciences students.Methods This study was conducted over five consecutive fall semesters (2020-2024). The study employed a parallel-group, randomized controlled design. A total of 196 eligible students were randomly allocated, using computer-generated sequencing with concealed allocation, to either a control group (n = 100) that received traditional lectures or an intervention group (n = 96) that underwent a blended learning approach (virtual flipped classroom combined with demonstrations). Outcome assessors and data analysts were blinded to group assignment. Data was collected via structured questionnaires and objective structured practical examination (OSPE) and analyzed using SPSS software (version 26) with descriptive and inferential statistics.Results The intervention group achieved significantly higher mean scores than the control group in knowledge (5.100 vs. 7.656, p < 0.001). OSPE laboratory assessment (18.19 vs. 16.47, p < 0.001), OSPE hospital assessment (6.304 vs. 5.319, p < 0.001), self-perceived laboratory competence (39.82 vs. 31.13, p < 0.001), and student satisfaction (81.73 vs. 42.78, p < 0.001). These findings indicate that blended learning markedly improves practical performance, knowledge acquisition, and satisfaction compared to traditional lecture-based methods. The effect size analysis represented small, medium, and large effects, respectively.Conclusion These findings affirm the effectiveness of the blended learning model in health professions education, demonstrating its capacity to successfully integrate theory with practice in laboratory settings. The study highlights the transferability of this approach to other lab-based medical and biomedical science courses, suggesting a scalable strategy for enhancing practical competency. Future research should examine the long-term retention of skills, direct impact on clinical laboratory proficiency, and cost-effectiveness to facilitate wider implementation across medical curricula.
SN - 1472-6920
ER -