Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills: Pandemic Lessons and Key Influencing Factors

The SARS-CoV-2 pandemic brought unprecedented challenges to medical education, particularly in teaching practical skills. These challenges catalyzed the adoption of digital and hybrid teaching methods, reshaping traditional teaching approaches. This study evaluates the effectiveness of blended learning, which integrates digital and in-person instructions, for teaching basic practical otorhinolaryngology examination skills and explores factors influencing its success. During the winter semester of 2020/2021, fourth-year medical students at the University of Wuerzburg participated in a blended learning program comprising a digital course with self-guided practice using examination kits, followed by an on-site course, concluding an objective structured clinical examination (OSCE). Students were divided into cohorts based on whether they received supervised clinical teaching prior to the OSCE. Performance data, along with a comprehensive survey covering demographics, preparation, interest, and self-evaluation, were analyzed to identify key factors impacting outcomes. Results revealed that students who underwent supervised clinical teaching scored significantly higher on the OSCE compared to those in the online-only cohort. Notably, gender disparities were observed, with male students outperforming females; however, this gap was mitigated among students with high self-assessed musical abilities. Additionally, self-evaluation of practical skills strongly correlated with OSCE performance, underscoring its importance in psychomotor skill acquisition. Survey findings highlighted the perceived value of the blended approach, with supervised clinical teaching rated as more beneficial than digital-only methods for mastering hands-on competencies. This study demonstrates that blended learning is an effective strategy for teaching practical otorhinolaryngology skills, offering significant advantages over online-only approaches. However, its success depends on addressing factors such as gender disparities and promoting extra-curricular activities, like music, to enhance manual dexterity and confidence. The findings provide a robust framework for integrating hybrid teaching formats into post-pandemic medical education.