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<p>This study aimed to investigate clinical medical students’ perceived knowledge, attitudes, and academic performance in pharmacology blended learning. This cross-sectional study surveyed Fujian Medical University clinical students in January 2024. It assessed perceived knowledge, attitude (questionnaire), self-efficacy (GSE-6), and procrastination (PASS). A total of 502 valid questionnaires were included in the analysis. Among them, 266 (52.99%) were male, with a mean age of 20.96 ± 0.63&#xa0;years. The mean scores for perceived knowledge, attitude, and final grades were 16.25 ± 3.85 (possible range: 0–20), 31.11 ± 3.27 (possible range: 9–45), and 78.85 ± 9.20 (possible range: 0–100), respectively. The structural equation model demonstrated that perceived effectiveness of teaching methods had direct influences on both perceived knowledge (β = 0.389, <i>p</i> &lt; 0.001) and attitude (β = 0.308, <i>p</i> &lt; 0.001). Attitude was directly affected by both perceived knowledge (β = 0.163, <i>p</i> &lt; 0.001) and GSE-6 (β = 0.109, <i>p</i> = 0.022). Additionally, attitude (β =  − 0.365, <i>p</i> = 0.001) and GSE-6 (β =  − 0.500, <i>p</i> &lt; 0.001) directly affected PASS, while attitude directly affected final grades (β = 0.426, <i>p</i> = 0.001). Clinical students showed adequate pharmacology perceived knowledge but suboptimal attitudes toward blended learning, suggesting improved perceived effectiveness of teaching methods could enhance education.</p>

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Perceived knowledge and attitude towards blended learning in pharmacology among medical students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月1日

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  • Shaoya Chen,
  • Chun Chen,
  • Lixian Wu,
  • Jieming Xie,
  • Jian Yang,
  • Nanwen Zhang

摘要

This study aimed to investigate clinical medical students’ perceived knowledge, attitudes, and academic performance in pharmacology blended learning. This cross-sectional study surveyed Fujian Medical University clinical students in January 2024. It assessed perceived knowledge, attitude (questionnaire), self-efficacy (GSE-6), and procrastination (PASS). A total of 502 valid questionnaires were included in the analysis. Among them, 266 (52.99%) were male, with a mean age of 20.96 ± 0.63 years. The mean scores for perceived knowledge, attitude, and final grades were 16.25 ± 3.85 (possible range: 0–20), 31.11 ± 3.27 (possible range: 9–45), and 78.85 ± 9.20 (possible range: 0–100), respectively. The structural equation model demonstrated that perceived effectiveness of teaching methods had direct influences on both perceived knowledge (β = 0.389, p < 0.001) and attitude (β = 0.308, p < 0.001). Attitude was directly affected by both perceived knowledge (β = 0.163, p < 0.001) and GSE-6 (β = 0.109, p = 0.022). Additionally, attitude (β =  − 0.365, p = 0.001) and GSE-6 (β =  − 0.500, p < 0.001) directly affected PASS, while attitude directly affected final grades (β = 0.426, p = 0.001). Clinical students showed adequate pharmacology perceived knowledge but suboptimal attitudes toward blended learning, suggesting improved perceived effectiveness of teaching methods could enhance education.