## 1 Introduction
### General Background  
The scientific literature reveals a major concern about current educational challenges and possibilities for improvement, investigating the potential for using blended learning techniques. Objective data about the efficacy of such techniques encourage universities and course coordinators to consider autonomous learning and to create the appropriate institutional framework in which blended learning techniques can be incorporated into the curricula of medical faculties [6]. Blended learning mixes different learning styles and environments, combining the traditional classroom with modern computer-assisted and multimedia methods [7,8]. Therefore, these techniques allow for improved collaboration, flexibility, interest and mobility of students [9,10]. They combine face-to-face and online teaching and learning activities, both synchronous (real-time) and asynchronous (taking place at different locations and times for each participant) [11,12]. Standard components [13] of a blended learning system include e-learning systems (teaching/learning based on the use of computers), computer-based training (through digital multimedia learning programmes), web-based training (continuing education courses via the Internet), content management system (CMS)/learning management system (LMS)/learning platforms/learning content management system (LCMS) (software applications installed on a web server supporting the delivery and use of learning materials and tools for online cooperation and user administration--e-teaching.org), video conferencing systems, massive open online courses (MOOCs) and so on. The implementation of blended learning techniques accelerated during the COVID-19 pandemic period. There are different strategies to facilitate the transition from traditional face-to-face learning to online instruction, one example being the DLCPA strategy based on the integration of five components: discover, learn, practice, collaborate, assess [14]. This strategy, developed in the pandemic context, has generally had a positive impact on students and teachers, the difficulties reported being primarily technical (stability of the Internet connection) or subjective (lack of experience of teachers in using videoconferencing systems). Most students were satisfied with the DLCPA strategy, as were the teachers, who declared their willingness to learn how to use such tools and appreciated their ability to improve interaction with students. The scientific literature offers many successful examples of blended learning programmes implemented in different areas of the medical curricula; their analysis highlights the main features to be fulfilled by such attempts, as well as the possible difficulties and drawbacks. The most relevant example of the effectiveness of blended learning techniques in teaching preclinical subjects is anatomy. In this case, studies usually report high levels of satisfaction and engagement, improved self-assessment skills and better student outcomes than in conventionally taught courses [15]. The success, consisting in good perceptions of the students about blended learning and good outcomes at the exams, is obtained by emphasizing the value of student interaction in the online environment [16] and by adapting the online teaching to the feedback received and to the real learning needs of students [17]. Similar results, expressed through a significant increase in the theoretical and practical knowledge of students due to blended learning techniques, were reported in other medical specialties as well: anaesthesia [18], orthopaedics [19], family medicine [20], pedodontics [21], pharmacology [22; 23], radiology [24; 25; 26], first aid courses [27], advanced endoscopy, emergency urology, emergency gynaecology, facial plastic surgery, ultrasound and finger amputation management [28], nursing [29; 30], drug safety [17], dental medicine [6], trauma and military medicine [31], and the list goes on.