Discussion
Our findings demonstrate that the BL teaching modality produced an improvement in knowledge, ethical and gender competencies, satisfaction, motivation, thinking skills, comprehension, and organization, and thus obtained better scores than the FL.These results are in the line with those reported by Ødegaard et al. (In the same vein, we could affirm that BL showed good usability and acceptance since most of the students in our study would like to use the online platform frequently, and considered it to be easy to use with well-integrated functions, and they felt confident when using the platform. Similarly, Lozano-Lozano et al. (The effectiveness of the BL method has been previously demonstrated in other health science degrees. For example, our findings support the results of Makhdoom et al. (For all these reasons, and given how currently BL seems more to be than a proposal in reality, it seems necessary to adapt the university environment and to develop the digital competences of the teachers and students (Although other investigations have reported the benefits of BL in specific aspects such as technology usage, interactions between students, the tutoring model, feedback, and student support (