Blended learning in human anatomy education in undergraduate medical programmes: A review

Abstract

Objective: This review aims to evaluate the trends, teaching-learning practices, strengths, limitations, and outcomes of the blended-learning approach in Anatomy education in undergraduate programmes in Medicine.Methods: An electronic search for literature was done in the MEDLINE database. Original research articles on blended learning in Anatomy, in undergraduate medical programmes, published in English, and available in full text were included, and narrative description and synthesis were done.Results: Seventeen articles were reviewed, and the majority were published in 2021 and 2022. Blended learning was used in all components of Anatomy courses with different combinations of face-to-face and online teaching-learning methods. Commonly cited benefits of blended learning were higher knowledge acquisition and consolidation, improved self-directed learning, flexibility in time, place and pace of learning, increased motivation, higher level of engagement, and more opportunities to review. The main problems were related to connectivity and interactivity during online instruction. Blended learning courses have generally improved the course outcomes in terms of students’ cognitive gain, especially at the knowledge and comprehension level.Conclusion: Several recommendations were derived from this review. These include proper needs analysis and planning, increasing awareness and provision of training to students and teachers, developing support systems for students and teachers, and continuous monitoring and review of the courses. The need for collaborative planning and development of learning material and teaching-learning activities, with appropriate quality and quantity of the content, systematic and timely delivery and regular evaluation and review were recognized. These recommendations will be useful in planning and successful implementation of blended learning in Human Anatomy courses in medical undergraduate programmes.