Perceptions and expectations of medical students and junior doctors in training: blended learning approach for medical education initiatives

Results and discussion

A total of 290 (170 medical professionals (median age (interquartile range (IQR)) 35 years (32–39); male:female ratio –1.23:1) and 120 medical students (median age (IQR) 21 years (19–22); male:female ratio 3.72:1) responses were received. While 45.0% students and 74.7% junior doctors agreed virtual learning aided with clinical and community practice, 72.5% students and 38.3% reported current virtual learning models did not provide the same quality as face-to-face teaching. 54 (45.0%) students and 127 (74.7%) junior doctors agreed that virtual learning aided with clinical and community practice. However, 87 (72.5%) students and 65 (38.3%) disagreed that virtual learning provided the same quality of teaching as in-person teaching. Poor connectivity (98 (81.6%) students and 82 (48.3%) junior doctors) was the most common technical issue reported in the survey. The preferred ratio of face-to-face teaching in relation to virtual teaching among medical professionals and medical students was 0.54:0.46 and 0.67:0.33, respectively. The majority preferred blended approach (95 (55.9%) of junior doctors and 82 (68.3%) of medical students) for future medical education activities.

The blended model approach helped improve performance compared with standalone face-to-face sessions (blended vs face to face; 55.8% vs 33.3%; p<0.05) and allowed achievement of learning-objectives effectively (80.8% vs 51.5%; p<0.05). While virtual attendance helped remove inhibitions to engage in discussions (40.4% vs 27.3%; p<0.05), the traditional model of in-person attendance provided a sense of community (86.5% vs 93.9%; p=0.236) and an opportunity for peer-to-peer support (88.4% vs 100.0%; p=0.402). There were no significant technical difficulties reported by virtual attendees compared with face-to-face attendees (23.1% vs 12.1%; p=0.211).