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Health Check: Impact of Block and Blended Delivery on Student Performance and Experience in Undergraduate Health Programs
Abstract   Open access   Peer reviewed

Health Check: Impact of Block and Blended Delivery on Student Performance and Experience in Undergraduate Health Programs

Joanne Munn and Jenelle Benson
Vol.4(2), pp.38-39
IBILTA 2026 (Online, 30/09/2026–01/10/2026)
30/09/2026
DOI: https://doi.org/10.15209/jbilt.1389
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IBILTA 2026 Conference AbstractsView
Published (Version of record) Open CC BY-NC V4.0

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Abstract

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Block-and-blended (BBM) model curriculum is associated with improved student engagement, retention, and success (Buck & Tyrell, 2022; Goode et al., 2023), yet weaker outcomes are reported in content-dense disciplines requiring hands-on skills (Mason etal.,2025). In undergraduate health programs, where accreditation standards are required to ensure students develop complex knowledge and clinical skills (AHPRA, 2021), outcomes for BBM delivery are limited. The Southern Cross Model (SCM) shifted curriculum delivery from a traditional model (TM) of lectures and classroom-based tutorials/labs over 13 weeks to a modified block-and-blended model (BBM). The BBM provided active, guided, and focused learning throughonline content delivered as self-access materials and workshops, and tutorials, scheduled on-campus or online over 6 weeks (Roche et al., 2022). This research compared undergraduate health students’success and experience studying in a BBM (the SCM) and a TM. A mixed-methods approach investigated students' academic outcomes, satisfaction, and experience for the TM and BBM. Mean differences (MD) and 95% confidence intervals (CIs) were used to compare outcomes between cohorts and within BMM enrolment subgroups (commencing or continuing students). Secondary thematic analysis explored qualitative responses to contextualise quantitative findings on student satisfaction and experience. BBM students achieved higher success rates (MD = 11.20%; 95% CI: 10.90% to 11.50%) and grade point averages (MD = 0.28; 95% CI: 0.27 to 0.29). Overall, satisfaction rates marginally favoured the TM (MD = 0.63%, 95% CI 0.33% to 0.93). Analysis of student responses on course clarity, workload, and assessment, combined with qualitative responses, provided a nuanced understanding of the student experience and the influence of being a commencing or continuing student when starting study in the BBM. Practice-based evidence supports BBM delivery to improve academic performance in undergraduate health programs. Student experience is influenced by the delivery model in which they commence their studies.

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