Narrative review of blended learning in Indian medical education shows improved knowledge and satisfaction

BackgroundBlended learning has gained momentum in Indian medical education and has the potential to improve access to knowledge and educational outcomes in underserved areas.ObjectiveThis review sought to identify current BL models in Indian medical education, evaluate their impact on knowledge acquisition, engagement, and performance, and explore implementation barriers and enablers.MethodologyThis structured narrative review used electronic databases such as PubMed, Scopus, and Google Scholar for studies on blended learning in Indian undergraduate and postgraduate medical education. Two independent reviewers screened titles, abstracts, and full texts, with disagreements resolved through discussion. Fourteen eligible studies were included. The synthesis examined intervention types (e.g., flipped classrooms, e-modules), outcomes (knowledge gain, engagement, satisfaction), and implementation barriers. Most studies reported improved post-test scores and high learner satisfaction with blended learning models.Results and conclusionMost studies reported better retention and a preference for blended formats. Students appreciated flexibility, personalized learning, and collaborative opportunities. Reported barriers included poor internet connectivity, limited access to digital devices in rural areas, and low faculty confidence in digital teaching. Faculty acknowledged the benefits of BL but highlighted the need for structured methods and training. Policy-level support, investment in digital infrastructure, and integration of learning management systems (LMS) were recognized as enabling factors.