Barriers and facilitators of blended learning in anatomyamong undergraduates: a qualitative study

Introduction: Hybrid learning involves using digital platforms such as TeachMeAnatomy, AnkiWeb, Polleverywhere.com, or Padlet. Integrating blended learning in anatomy teaching has shown promise in enhancing student engagement. However, barriers such as technical difficulties may hinder its effective implementation. This study aims to identify the obstacles that pharmacy students face and the factors that enhance their anatomy learning experiences in a blended environment. Methods: The research employs five semi-structured focus group discussions among 24 second-year undergraduate Pharmacy students at the International Islamic University Malaysia to gather in-depth insights into their experiences and perspectives of blended learning. The data were analyzed using inductive qualitative content analysis, followed by thematic analysis to identify key patterns and themes. Results: The most important strengths identified were visual aids, interactive learning, and flexibility. Students prefer interactive learning as it helps them stay focused throughout the lecture. However, challenges emerge, such as distractions from the technology, as they easily get distracted when using gadgets. Additionally, cost constraints and gaps in instructors’ IT skills may hinder effective learning. Students suggested several recommendations and strategies, including educator training and the use of flashcards to support active participation and recall. Conclusion: This study highlights the key barriers and facilitators of blended learning in anatomy education among pharmacy undergraduates. Addressing these issues through instructor upskilling, active recall strategies, and improved infrastructure can help optimize hybrid learning. These findings enhance blended learning approaches, promoting better engagement, knowledge retention, and academic success in anatomy education.