Effectiveness Comparison between Blended Learning of Histology Practical in Flipped Physical Classrooms and Flipped Virtual Classrooms for MBBS Students

Abstract Background The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning, the effect of the blended learning model on teaching quality has required additional attention. Methods The objectives of this study were to reproduce a blended learning model flipped in a virtual classroom (FVCR-BL) in 2020 (N = 146) and a physical classroom (FPCR-BL) in 2021 (N = 93), and to evaluate their effects and student perceptions compared to a traditional learning model in a physical classroom (PCR-TL) in 2019 (N = 89). Results The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between one factor (online learning) and the other three blended learning strategies. Conclusions In the flipped classroom with a blended learning process of histology, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.