An assessment of the optimal balance between in-person and online learning formats at a medical university: Results of a student survey and practical implications for implementation

Abstract

This article presents the results of a study aimed at evaluating the optimal balance between in-person and distance learning formats at a medical university. The relevance of this topic stems from the rapid digitization of education and the need to strike an optimal balance between traditional and distance-learning methods in medical education. The study aimed to analyze students’ perceptions of the quality of distance learning, assess the subjective time savings achieved through the use of digital educational services, and investigate students’ attitudes toward an alternative model for organizing the academic week (“4 intensive study days + 1 day for independent work or distance learning courses”). Methods. An anonymous cross-sectional survey of first- to third-year medical university students (n=114) was conducted in December 2025 – January 2026 using a standardized questionnaire. Descriptive statistics and correlation analysis were used for quantitative analysis; qualitative data were obtained from respondents’ open-ended answers. Results. The overall quality rating for distance learning was 3.96/5. The university’s digital services received an average rating of 4.09/5 for the criterion of time savings. A statistically significant positive correlation was found between the perception of time savings and the overall quality rating of distance learning (p < 0.001). Among teaching methods, students rated practical skills (4.53/5) and clinical cases (4.03/5) as most effective, while watching lecture recordings received the lowest ratings (3.41/5). The “4+1” model was supported by the majority of respondents (62.3%). In open-ended responses, students consistently attributed disciplines not associated with the development of clinical competencies to the distance learning segment. Conclusions. The study results confirm the feasibility of a differentiated approach to organizing the educational process: practice-oriented disciplines should primarily be delivered in a face-to-face format, while some theoretical or non-core subjects can be delivered effectively remotely.