Effectiveness of a Blended-Learning Course in Clinical Molecular Diagnostics

Objective Traditional lecture-based pedagogy in clinical molecular diagnostics often falls short in fostering clinical thinking and practical problem-solving skills. This study aimed to design and evaluate an innovative blended learning approach by integrating Massive Open Online Course (MOOC) resources, problem-based learning (PBL), and case-based learning (CBL) for this curriculum. Methods The blended course was implemented for undergraduates in Laboratory Medicine at Jiangsu University. The design leveraged a curated MOOC for foundational knowledge self-study, freeing in-class time for interactive PBL sessions tackling simulated diagnostic dilemmas and CBL discussions on real-world patient cases. Student performance was assessed through final examinations and practical evaluations. Perceptions were gathered via structured questionnaires administered to both groups and focus group interviews conducted exclusively with the experimental group. Results Compared to the traditional teaching (control) group, students in the blended course demonstrated significantly higher final integrated examination scores (2022 Fall: 82.6±4.9 vs. 74.1±7.2, P <0.001; 2023 Fall: 85.1±4.1 vs. 75.0±5.2, P <0.001) and OSPE scores (2022 Fall: 88.9±3.9 vs. 83.5±3.2; 2023 Fall: 89.6±3.1 vs. 84.4±3.2, both P <0.001). Surveys indicated strong student agreement regarding enhanced motivation (92.2% vs. 71.8% agree/strongly agree, P <0.001), improved clinical reasoning abilities (84.3% vs. 61.5%, P =0.001), and overall satisfaction (mean score 4.46-4.56 vs. 3.62-3.64, P <0.001). Qualitative feedback highlighted the value of the structured self-paced MOOC phase coupled with collaborative, applied in-person sessions. Conclusion The PBL/CBL/MOOC-blended model effectively bridges theoretical knowledge and clinical application in molecular diagnostics education. It promotes student-centered learning, cultivates essential competencies for future laboratory professionals, and represents a replicable framework for modernizing medical science curricula. This reform aligns with the evolving demands for high-quality, skilled laboratory medicine personnel.