INFLUENCE OF BLENDED TEACHING AND LEARNING STRATEGIES; AN ASSESSMENT OF STUDENTS' SATISFACTION WITH THE USAGE OF BLENDED LEARNING APPROACHES TO SUPPORT TRAINING STRATEGIES AT KENYA MEDICAL TRAINING COLLEGES (KMTC) IN NYANZA REGION, KENYA

Background: This research evaluates students’ satisfaction and training outcomes using blended learning approaches at Kenya Medical Training College (KMTC) in Nyanza Region, Kenya. Methodology: This is mixed descriptive cross-sectional research that combined quantitative and qualitative information from 14 KMTC campuses in Kenya’s Nyanza Region. Simple random and proportional stratified sampling procedures were applied to choose 280 respondents for the study. The information was collected via questionnaires, Focused Group Discussions (FGDs), and key informant interviews with an emphasis on research ethics and integrity. Results: The outcomes revealed diverse attitudes to blended learning, with the majority acknowledging its flexibility and tailored strategy, while others expressed discontent. In particular, student satisfaction was impacted by variables other than academic success, such as lecturer assistance and individual learning styles. Conclusion: Blended learning has the potential to improve student satisfaction and training outcomes, but its efficiency is contingent on student-specific requirements and lecturer engagement. The research highlights the need for flexible educational methodologies and continuous modification based on student input in medical training. Keywords: Blended Learning, Medical Training, Student Satisfaction, KMTC, Training Outcomes, Flexible Teaching Strategies.