IJGPNInternational Journal of General Practice Nursing2981-94152981-9423Bio-Byword Scientific Publishing Pty. Ltd.10.26689/IJGPN.v4i3.15254ArticleApplication Research of Online and Offline Blended Teaching in Continuing Medical Education of Basic Medicinehttps://artdesignp.com/journal/IJGPN/4/3/10.26689/IJGPN.v4i3.15254ZhangQinhu,ZhuKun2026432026-08-31Objective: In view of the practical pain points of in-hospital continuing medical education, this study aimed to explore the application value of online and offline blended teaching in basic medical training for medical staff, so as to solve the practical problems of low participation enthusiasm of trainees, difficulty in understanding abstract theories, and poor connection between theoretical learning and clinical practice in traditional centralized teaching. It provides implementable practical evidence for medical institutions to optimize the reform path of basic medical continuing education. Methods: A total of 40 on-the-job standardized training physicians and newly recruited clinical medical staff in our hospital were enrolled and divided into two groups via a parallel control design, with 20 cases in each group. The control group adopted the traditional in-hospital training mode of centralized offline lectures combined with on-site practical demonstration. Based on the in-hospital teaching conditions, the observation group constructed an integrated blended training system of pre-class online preview, in-class offline intensive teaching and practical operation, and after-class online review and expansion adapted to the disciplinary characteristics of basic medicine. After the training cycle, unified assessments and questionnaire surveys were conducted to compare the differences in theoretical and practical scores, autonomous learning ability, and training satisfaction between the two groups. Results: The observation group achieved significantly higher scores in theoretical assessment, clinical practical operation, and comprehensive evaluation, as well as higher scores in autonomous learning initiative, in-depth knowledge understanding, clinical critical thinking ability, and scientific research literacy. The overall training satisfaction was also remarkably improved, and all inter-group differences were statistically significant (P<0.05). Conclusion: The targeted blended teaching model can effectively compensate for the shortcomings of traditional in-hospital basic medical continuing education, substantially improve medical staff’s theoretical mastery and standardization of clinical operation, and cultivate trainees’ autonomous learning ability and clinical thinking capacity. Complying with the training requirements of lifelong learning and progressive ability improvement in continuing medical education, this model is suitable for regular promotion and application in medical institutions.Blended teaching, Basic medicine, Continuing medical education, Teaching reform, Standardized clinical training

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