Human anatomy, a cornerstone course in medical education, faces several challenges, such as teaching resource shortages, compressed class hours, and heavy student workloads. Traditional teaching models of anatomy often fall short in stimulating interest, promoting deep understanding, and enhancing learning engagement. Massive Open Online Course (MOOC)-empowered blended teaching mode offers a potential solution. This study aims to evaluate this blended teaching mode by investigating the psychological-behavioral pathways among students' perceived course value (PCV), knowledge integration and deep processing (KIDP), and learning engagement and behavioral shifts (LEBS). Additionally, we explore the predictive value of MOOC performance for final examination outcomes. An anonymous survey was conducted among medical undergraduates of our university. The questionnaire measured three core dimensions: PCV, KIDP, and LEBS, with items scored on a five-point Likert scale. Spearman correlation analysis was performed to explore the relationships between specific MOOC teaching elements and these latent variables. Structural Equation Modeling (SEM) was employed to examine the mediating role of KIDP. Linear regression analysis was used to assess the correlation between MOOC scores and final examination results. Spearman Correlation analysis revealed a strong positive correlation among PCV, KIDP, and LEBS (r = 0.73-0.86, p < 0.001). The perceived value of instructional videos was significantly and positively correlated with all core dimensions (p < 0.001), whereas the demand for clinical content showed a significant negative correlation (p < 0.001). The measurement model demonstrated high reliability and validity, with all standardized factor loadings exceeding 0.6 and model fit indices meeting recommended thresholds. SEM indicated that the direct path from PCV to LEBS was not significant, while the indirect effect through KIDP was substantial (indirect effect = 0.774), identifying KIDP as a full mediator. MOOC scores showed a positive linear correlation with final examination scores (r = 0.443, p < 0.001). The regression equation was y = 0.5225x + 24.842, indicating that a 1-point increase in the MOOC score predicted a 0.52-point increase in the final examination score. This study empirically reveals that MOOC-empowered blended teaching mode substantially improves the effectiveness of anatomy learning and serves as a valid predictor of final academic performance. KIDP is the key bridge between students' perceptions and their actual learning actions. These findings provide strong support for teaching reforms and the digital transformation of foundational medical courses.
Wen et al. (Sun,) studied this question.