Feasibility study of blended learning implementation based on the views of professors of Qom University of Medical Sciences

Blended education represents a new method in the field of medical education and relies on the unique advantages of both face-to-face and virtual education methods to increase the quality of learning. The aim of this study was to evaluate the feasibility study of blended education implementation based on the views of professors of Qom University of Medical Sciences.

The present study was a descriptive-survey study. The statistical population of the study included all faculty members of Qom University of Medical Sciences, 219 people in the academic year 2021-2022. The statistical sample consisted of 40 people who were selected by stratified random sampling method considering the appropriateness of university faculties. To collect research data, a researcher-made scale of blended education feasibility questionnaire was used, the reliability of which was 0.92 through Cronbach's alpha and its validity was 0.55 through convergent validity. Data analysis was performed using one-sample t-test and Friedman ranking test in SPSS version 26.

According to professors at Qom University of Medical Sciences, the establishment of a blended learning approach is statistically supported (p=0.0001). This feasibility is attributed to perceived strengths in implementation motivation (60.17), professor technical skills (46.35), and organizational culture (25.91) (p=0.0001). Conversely, the study revealed significant challenges in technical facilities (23.37), executive-administrative support (16.79), and financial-credit conditions (13.68), which were deemed insufficient for successful implementation (p=0.0001).

While blended learning is potentially viable, addressing these critical logistical and financial barriers is essential for successful implementation at the university.