Designing a Motivational Model for Applying Blended Learning to Faculty Members in Universities of Medical Sciences

Abstract

Background: The advent of digital technology has profoundly impacted the field of education, effectively removing limitations and enhancing the learning environment. Blended learning, which combines face-to-face instruction with online components, addresses barriers to learning and fosters higher-order cognitive skills, resulting in increased student satisfaction and improved outcomes in medical education. Objectives: This study aimed to identify the key motivational components and construct a comprehensive model that can effectively support faculty members in implementing blended learning within medical universities. Methods: A qualitative grounded theory (GT) approach was used to explore this phenomenon. Faculty members from medical universities in region 4 were recruited using purposeful sampling. Data were collected through semi-structured interviews conducted between November 2023 and March 2024. A three-stage coding process — open, axial, and selective — was applied to analyze the data. Rigor was ensured through measures addressing credibility, confirmability, transferability, and dependability. Results: Interviews with 14 faculty members revealed five primary categories influencing the adoption of blended learning: Learner-professor, infrastructure, structural, environmental factors, and rules and regulations. These findings informed the development of a motivational framework that highlights critical components for promoting faculty engagement in blended learning. Conclusions: The model provides actionable insights for medical schools to enhance educational outcomes and innovate teaching practices in healthcare education.