Analysis of blended learning in ophthalmology for undergraduates during coronavirus disease 2019 pandemic

Background and aim Online and blended learning (BL) are widely adopted by colleges during coronavirus disease 2019 (COVID-19) pandemic. This study aimed to analyze BL tools that were applied in integrated ophthalmology curriculum for medical students during the COVID-19 pandemic. Patients and methods Subjective analysis was done using the Google platform survey. In all, 230 third-level medical students at Al-Azhar Faculty of Medicine responded to 19 Likert scale questionnaires at the end of the ophthalmology course. Statistical Package for the Social Sciences program, version 24 was used to measure statistical differences of students’ responses from neutrality. Results Students’ responses suggested that lecturers used effective instructional tools and explained course topics clearly, but 6 weeks for ophthalmology curriculum in association with other medical courses were exhausting for students. Virtual case-based learning can substitute practical real patients’ dependent learning for undergraduates during the COVID-19 pandemic, and using of more animations, simulations, and videos can improve clinical learning. Interaction between instructors and students was essential for better understanding and solving any educational problems. Microsoft teams was easy for studying and for conducting the examination. Most students reported that BL is more useful than only face-to-face traditional learning as BL helped them to improve thinking and selves’ confidence, and they can study at any time at home comfortably but they met some technical problems related to internet connection and electronic applications. Conclusion BL has valuable advantages over traditional only face-to-face methods and is effective in the absence of practical real patients’ dependent learning for undergraduates during the COVID-19 pandemic.