Abstract
Abstract
Objective
To quantitatively and qualitatively compare learning outcomes of two online continuing health professions education (CHPE) models for military health personnel: self-directed learning only (Group A) and modular course selection integrated with systematic online teaching services (Group B).
Methods
This retrospective mixed-methods study collected platform data from 31,680 enrollees across 10 semesters (2020–2024). Quantitative indicators included enrollment stability, learning progress completion, examination participation rate, crude pass rate, and score distribution, analyzed via IBM SPSS Statistics 27.0 using chi-square and nonparametric tests. Thirty-four participants completed semi-structured telephone interviews until data saturation; transcripts were coded in NVivo 12.0 with inter-coder reliability Kappa = 0.86.
Results
Group B demonstrated stable enrollment without statistical outliers. The proportion of learners finishing 90%–100% of coursework (77% vs. 64%), high examination scores (81–100; 74% vs. 61%), examination participation (76% vs. 53%), and crude pass rate (73% vs. 50%) were all significantly higher in Group B (P 0.05). Qualitative themes including enrollment motivation, perceived efficient learning design, peer recommendation intention, and exam attitudes were consistent between cohorts, with uniformly high learner satisfaction.
Conclusion
The optimized modular online CHPE model effectively improves multiple learning indicators and matches the unique fragmented-time characteristics of military health personnel. Curriculum development should center on post occupational demands, modular segmentation, interactive academic support, and flexible assessments. Hybrid training frameworks and multi-dimensional learning evaluation systems deserve further exploration.