Purpose: The application of blended learning approach improves student engagement, active learning and achievement of higher order analytical thinking. Despite that there is still no clear proof that use of computer assisted learning is better than traditional teaching in human anatomy. In this study, a model of collaborative learning strategy is applied, using both online and face-to-face instruction delivery, for the Phase I medical students. The study aimed to innovate a model of blended learning in delivery of gross anatomy lectures and determine the effectiveness of this strategy in comparison to traditional classroom teaching by student’s perception analysis.
Methods: Students were provided with PowerPoint lectures, clinical video of patient cases, and lecture summary handouts before the interactive face-to-face lecture session. Learner satisfaction survey was done to validate the student’s perception.
Results: The students’ participation in the survey was 90.4%, with the mean of students’ responses on the survey scale was 4.10 ± 0.94 (standard deviation). Highest agreement was 83.1% on the effectiveness of online resources. Students gave minimum agreement of 54.9% about the time allotted for the online materials. Thematic analysis of the perception of student feedback provided with many positive outcomes for this approach.
Conclusion: We propose that blended learning is a process that helps in enhancing student involvement and participation, motivation for self-directed learning and promotes deeper learning of educational outcomes.

Keywords: blended learning, anatomy, student engagement, online, interactive face to face

中文翻译：

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实施混合学习方法以改善第一阶段 MBBS 学生的解剖学讲座——学习者满意度调查

目的：混合式学习方法的应用提高了学生的参与度、主动学习和高阶分析思维的成就。尽管仍然没有明确的证据表明使用计算机辅助学习比传统的人体解剖学教学更好。在这项研究中，为第一阶段的医学生应用了一种协作学习策略模型，同时使用在线和面对面的教学方式。该研究旨在创新混合学习模式，通过学生的感知分析与传统课堂教学相比，在大体解剖学讲座中进行混合学习，并确定该策略的有效性。
方法：在交互式面对面讲座之前，为学生提供了 PowerPoint 讲座、患者病例的临床视频和讲座总结讲义。进行了学习者满意度调查以验证学生的看法。
结果：学生参与调查为90.4%，学生在调查量表上的回答平均值为4.10±0.94（标准差）。在线资源有效性的最高一致性为 83.1%。学生对分配给在线材料的时间的最低同意率为 54.9%。对学生反馈感知的主题分析为这种方法提供了许多积极的结果。
结论：我们建议混合学习是一个有助于提高学生参与度和参与度、激发自主学习的动力并促进对教育成果进行更深入学习的过程。

关键词：混合学习、解剖学、学生参与、在线、面对面互动