The suspension of face-to-face education across all public and private institutions in the Philippines during the COVID-19 pandemic prompted nationwide adoption of blended learning-a hybrid model combining online and modular instruction with limited in-person components, while blended learning became primary instructional approach during this period, the Dr. Jose Fabella Memorial Hospital School of Midwifery‘s specific implementation lacked formal evaluation. This study aimed to analyze students’ and instructors’ experiences, self-efficacy, and satisfaction with blended learning during the pandemic-era “new normal,” addressing a critical gap in assessing pedagogical effectiveness in specialized vocational training contexts.

This study used mixed method approach to assess of DJFMH midwifery students and instructors’ experiences, self-efficacy, and satisfaction by using quantitative questionnaires and qualitative focus groups to explore deeper insights. This pattern enabled the researchers to evaluate the level of experiences, self-efficacy, and satisfaction but also the strengths and weaknesses of the program.

The findings revealed that the demographic profile predominantly consists of young, single, first-time midwifery students with no prior experience in information and communication technologies (ICT) literacy experience and limited professional background. This group was compared to a more experienced cohort of instructors, with both groups using PLDT as their internet service provider. Both students and instructors reported moderate agreement regarding blended learning experiences. In addition, the results indicated a positive correlation between experience and satisfaction. However, there was only a weak correlation between experience and self-efficacy. Instructors generally reported high self-efficacy, while students expressed mixed feelings about their preparedness and skill acquisition, especially in practical midwifery competencies. Overall, both groups demonstrated moderate levels of satisfaction with the blended learning approach. Instructors largely report higher self-efficacy, while students exhibit mixed feelings about their preparedness and skill acquisition, particularly regarding practical midwifery competencies. Both groups display moderate satisfaction with blended learning, especially appreciating its flexibility in time and location, as well as the fresh perspectives it brings to education. However, they also identify several challenges, including the pressure of expectations, limited adjustment to online platforms, technological issues, gaps in applying midwifery skills, disparities in learning resources, and environmental distractions. Despite recognizing the strengths of blended learning, there remains a strong preference among participants for in-person instruction.

The study highlighted the need for multifaceted approach to midwifery education that addresses the disparities in ICT literacy, preferences for in-person instructions, technological competencies, emotional wellbeing, and practice. Policymakers should focus on practical skill development of students and the professional development of instructors to create a more effective and supportive environment. Future studies should conduct longitudinal research to track the progress of students’ skills and confidence.