PERCEPTION OF BLENDED LEARNING METHODS IN FACILITATING CONTINUOUS EDUCATION AMONG HEALTH CARE PROFESSIONALS: A CROSS-SECTIONAL STUDY
Blended learning has emerged as an innovative pedagogical approach that effectively bridges the gap between traditional classroom-based instruction and technology-mediated education. By combining the structure of face-to-face learning with the flexibility of online platforms, it offers a versatile and contextually responsive model of education. This approach is particularly relevant for healthcare professionals, who must balance demanding clinical responsibilities with continuous education requirements. The present cross-sectional study aimed to evaluate the effectiveness of blended learning in facilitating continuous education among healthcare professionals. Data was collected from a total of hundred participants using a semi-structured questionnaire that assessed perceptions, advantages, and challenges related to blended learning. The results revealed highly positive perceptions among participants, emphasizing the approach’s flexibility, accessibility, and cost-effectiveness. It was strongly statistically significant that participants' motivations for opting for blended learning had a strong positive influence on their perceived learning benefits. Respondents noted that blended learning enhanced their ability to manage time, access learning materials asynchronously, and integrate theory with practice through periodic in-person sessions. However, challenges such as limited interpersonal interaction, concerns about academic integrity, shifting hours of duties and disparities in technological access persisted. The findings align with existing global evidence suggesting that blended learning promotes lifelong learning and professional development when supported by adequate institutional infrastructure and faculty readiness. Overall, the study concludes that blended learning represents a sustainable and learner-centered educational model capable of advancing healthcare education in the digital era.