Purpose. This research paper evaluates skills gained by face-to-face only and those gained by blended learning. Design. In 2022 during the period from January to February, in the employee development unit, the Microbiology Unit, Mega lab, Cairo, Egypt, a follow-up and intervention study was conducted between an experimental group (20 cadets) and a control group (20 cadets) at a Mega lab for applying parasitology lab skills for four weeks' duration. The training process of the experimental group was based on mixing face-to-face training and online activities and tasks sent by WhatsApp daily. The control group's training was totally face-to-face with no app intervention. Scoping instruments to measure levels of cognitive engagement: the Interactive-Constructive-Active-Passive modes (ICAP scale) and pre/post assessments were used for evaluation. The study used repeated-measures ANOVA to compare the means of the series scores for the four modes of the ICAP scale at the end of every week and the pre/post assessments results concerning the two groups. Findings. The detailed quantitative analysis of pre/post assessments confirmed that the method of blended learning facilitates the acquisition of parasitology skills more efficiently (p < 0.001) where 60% of cadets matched advanced level, 35% became proficient, and only one cadet (5%) had a basic level. The dynamics of the ICAP scale revealed that blended training increase engagement, practical working, and sharing of information and skills enthusiastically whilst face-to-face revealed that cadets didn't achieve the aim. Originality. This research paper highlights the possible effective role of social media in supporting coaching on parasitology skills.