An assessment of blended learning of Stomatology for non-stomatology medical students

Abstract Introduction and aims The COVID-19 pandemic accelerated the adoption of blended learning in medical education, highlighting its potential to address challenges in traditional pedagogy. This study evaluates the effectiveness of blended learning for non-dental medical students in dental education, a critical yet often underrepresented discipline in medical curricula. Methods A blended learning approach was implemented among undergraduate medical students, combining pre-recorded online lectures with synchronous face-to-face interactive sessions. Pre-class surveys assessed students’ perceptions and readiness, while post-class evaluations, including theory tests and satisfaction questionnaires, measured learning outcomes and engagement. Group differences were analyzed using one-way ANOVA followed by Tukey‑HSD post‑hoc test, with a significance level set at p < 0.05. Results The blended learning model significantly enhanced classroom engagement, stimulated learning enthusiasm, and improved knowledge retention. Specifically, students in the blended learning group demonstrated significantly higher theoretical test scores compared to the control group (17.76, SD 0.89; 16.61, 0.58, respectively, p < 0.001), and reported significantly higher satisfaction with teaching methods (24.62, SD 0.18; 24.25, SD 0.13, respectively, p < 0.0001) and overall teaching effects (98.56, SD 0.64; 97.34, SD 0.50, p < 0.0001). Conclusions While theoretical knowledge improvements were comparable between blended‑learning and online‑only teaching for non‑dental medical students, blended‑learning achieved better student‑perceived teaching quality. Barriers including self‑discipline and time‑management demands should be addressed when adopting blended‑learning for interdisciplinary dental education with targeted learner supports.