Baran, LeylaOzturk, Huri2025-09-152025-09-1520250025-79741536-5964https://doi.org/10.1097/MD.0000000000043651https://hdl.handle.net/20.500.12514/9279Background:Medication dosage calculation (MDC) is a vital component of clinical competence for healthcare providers, particularly in emergency medical services, where miscalculations can lead to life-threatening outcomes. This study aimed to compare and evaluate the effects of video-based learning (VBL) and blended learning (BL) on the MDC skills of paramedic students, with the hypothesis that BL would result in higher posttest MDC performance compared to VBL.Methods:A randomized quasi-experimental design was used. A total of 151 paramedic students were randomly assigned to 2 groups. Both groups received a 2-week e-learning course that included video-based content and task-based exercises. Additionally, the BL group received an 8-hour classroom-based training session during the same 2-week period, which was scheduled as a single full-day session on the third day of the first week. Following the intervention, both groups completed a posttest assessing their MDC skills.Results:The BL group achieved significantly higher posttest scores (82.19 +/- 13.74) compared to the VBL group (72.24 +/- 21.87), with the difference being statistically significant (P = .001).Conclusion:While both methods were effective in enhancing MDC skills, BL was more effective. E-learning materials require further development to function as a fully independent instructional approach.en10.1097/MD.0000000000043651info:eu-repo/semantics/openAccessBlended LearningMedication Dosage CalculationOnline EducationParamedicsVideo-Based LearningArticle2-s2.0-105012376694