The application of blended teaching in non-pediatric specialty pediatric science education

Objective Traditional pediatric education often uses a single teaching method, making theoretical knowledge abstract and difficult to grasp. This can lead to passive learning and limit students' understanding and research skills, failing to prepare them for modern challenges. We studied how blended teaching focused on job competency affects non-specialized pediatric science students. Methods A total of 133 students in our 2019 class on prevention medicine received blended teaching (reform group), and 143 students in the 2018 class on prevention medicine received traditional teaching (control group). Students records were analyzed retrospectively. Students also evaluated their teachers via questionnaires. Results Over 60% of students expressed satisfaction with blended learning across three metrics: overall satisfaction, preference for blended learning, and willingness to recommend the course and instructors to others.In the assessments, more than 75% of students in the reform group expressed satisfaction with their grades, which fell within the 95 to 100 range. In contrast, the majority of students in the control group scored between 91 to 95, constituting 34.2% of the sample. Following this, 18.9% achieved grades ranging from 96 to 100, and 17.5% attained scores between 86 to 90. Statistically significant differences were observed between the reform group and the control group in terms of student evaluations, exam scores, case writing and in-class quizzes. Conclusion We integrated preschool tutoring with classroom education in a non-specialized pediatric medicine course, finding it enhances learning, job readiness, academic performance, and student satisfaction. Tailor the approach to subjects, workload, and performance for best results.