Comparison of a 'seven-pronged blended learning model for Indian medical graduates' versus traditional teaching in a competency based curriculum at rural medical college in Central India

Background: Medical education in developing country like India is undergoing progressive changes in teaching modalities. Introduction of various new modalities of innovative teachings are considered to fulfil student's needs to make them lifelong learner. Aim and Objectives: To study the learning effectiveness of seven-pronged blended learning model versus traditional teaching in competency-based curriculum. Material and Methods: Entire batch of first year MBBS students participated in the study. The study included 74 participants in Group A, who underwent the seven-pronged blended learning model and 72 participants in Group B, who underwent traditional teaching methods. After the initial phase, groups were crossed over. Learning effectiveness were judged using theory and practical examination. Results: The results showed that the seven-pronged blended learning group had statistically significant higher mean scores for theory as compared to the traditional teaching group. The mean scores obtained for practical examination were similar in both the groups. Conclusion: These findings suggest that incorporating a blended learning approach can be beneficial in improving student's theoretical understanding, but it may not necessarily have a significant impact on their practical skills.