Comparing the effects of blended learning and traditional instruction on “Medical Genetics and Embryonic Development” in undergraduate medical students: a randomized controlled trial

Abstract Objectives The Shanghai Jiao Tong University School of Medicine is at the forefront of educational innovation to enhance student learning outcomes. Herein, this study aims to evaluate the effectiveness of blended learning compared to traditional on-site instruction in the “Medical Genetics and Embryonic Development” curriculum. Methods A randomized trial was conducted involving 338 second-year clinical medicine students during the 2023–2024 academic year. The students were divided into two groups: one received blended learning and the other, on-site instruction. Students’ performance was evaluated using ongoing assessments together with mid-term and final exams. Results Blended learning led to higher overall final grades, with no significant difference in quiz performance, but better exam scores compared to traditional learning. At the level of higher-order learning skills, students in the blended learning group performed better in karyotyping. However, the traditional on-site group slightly outperformed the blended learning group in case-based learning scores. Ultimately, approximately 92 % of students were satisfied with the blended learning course. Conclusions Blended learning does show promise in improving the self-learning skill and overall learning outcomes of medical students. Future studies should focus on optimizing blended learning strategies and assessing their long-term impacts on clinical competencies.