The Potential of Blended Learning in Medical Education: Promises and Challenges


  • Madiha Sajjad


In recent years, medical education has experienced a significant transformation driven by technological advancements,
educational innovations, and evolving student needs. We witnessed a global shift of education to remote online methods with the onset of the COVID-19 pandemic, marking the start of a new age of digital education that continues even after the pandemic (Leong et al., 2022). While the educational system has largely returned to its conventional form, the new avenues remain open waiting to be explored. Among these is 'blended learning,' which has caught the interest of multiple institutions worldwide. This term has been at times used interchangably with hybrid teaching, which in a strict sense offers a learning experience in both physical and virtual environments simultaneously, and has its own unique benefits and challenges (Raes, 2022). Blended learning on the other hand is a more feasible approach. It is an integration of traditional in-person learning activities interspersed with strategically positioned digital learning activities, aimed to enhance student llearning (Hege et al., 2020; Leong et al., 2022; Shrivastava & Shrivastava, 2023). It offers exciting possibilities to leverage the strengths of both in-person and virtual learning. This approach however is under-utilized for undergraduate medical students and especially so in our part of the world. It is the need of the hour to reassess our teaching methods in context of the new age learners and the current requirements. Hybrid learning has the potential of solving various issues. However, we need to reassess the opportunities and challenges associated with this modality for its effective utility in medical education curricula.




How to Cite

Madiha Sajjad. (2024). The Potential of Blended Learning in Medical Education: Promises and Challenges. Health Professions Educator Journal, 7(1). Retrieved from