Background: The basic sciences in the pathobiology domain (bacteriology, virology, mycology, parasitology, immunology, and pathology) require innovative teaching methods due to their complex and extensive content. This meta-analysis aimed to compare the effectiveness of blended learning versus traditional lecture-based instruction on the learning outcomes of medical students.
Methods: Following the PRISMA and Cochrane guidelines, international databases and regional databases were systematically searched. Qualitative and quantitative data (mean, standard deviation, sample size) were extracted from studies with a concurrent control group (lecture-based instruction) and analyzed using the random-effects model in CMA software. Risk of bias was assessed using the Cochrane ROB2 tool.
Results: Out of 1,067 retrieved articles, 24 studies met the criteria for systematic review, of which 22 were included in the meta-analysis. The results demonstrated that blended learning was significantly more effective than lecture-based instruction in theoretical courses (effect size = 0.783; 95% CI: 0.592 to 0.975; p < 0.001) and practical courses (effect size = 0.841; 95% CI: 0.571 to 1.111; p < 0.001). Considerable heterogeneity was observed among theoretical studies (I² = 77.45%; p < 0.001), mainly attributable to variations in instructional design and blended learning implementation. The flipped classroom model (employed in 80% of studies) was the most common blended learning approach, and microbiology was the most frequently taught subject area.
Conclusion: The findings confirm the superior effectiveness of blended learning in enhancing both theoretical knowledge and practical skills in pathobiology education. Adoption of this method is recommended as an optimal educational paradigm,.