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Mobile-First Blended Learning for Pharmacology Education Reform: An Empirical Study
Abstract
This study developed and preliminarily evaluated a mobile-first blended pharmacology model with virtual simulation, PWA micro-lectures, and real-time interaction. A 16-week quasi-experiment on 100 second-year pharmacy students allocated 40%/35%/25% instructional time to pre-class mobile micro-learning, in-class simulation, and post-class online activities. Versus traditional teaching, key outcomes improved significantly: knowledge accuracy (65.0%±7.2 to 82.0%±5.8, p<0.001, Cohen's d=2.61), assignment (50.0%±12.3 to 85.0%±6.9), and simulation completion (60.0%±12.0 to 90.0%±5.5; all p<0.001). Mobile analytics showed 65% micro-lecture access via smartphones (20:00–22:00), with 23% reporting small-screen fatigue in simulations. Device-sensitive design (mobile for micro-learning, tablets for detailed simulation) optimized usability. Preliminary findings suggest integrated mobile tools correlate with better pharmacology learning engagement and outcomes, offering a replicable blueprint for device-flexible teaching in resource-constrained settings.
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