Is there any real demonstrated benefit to the Dutch break out of the academic year? Dutch universities have an arguably peculiar academic calendar: each semester breaks down in two blocks (actually 3, but only 2 are teaching blocks) so 4 blocks in total. Each full course is block-long (around 32-36 hours per block, usually 7 teaching weeks with 4-6 hours per week) which might seems short and "rushed". Each such course is 4-6 ECTS.

When I am talking with some other Dutch colleagues, they are not exactly able to justify this but they claim that "is about quality, not quantity". Sure, but how can you teach, for example, Calculus in 34 hours total including tutorials etc.? (I am using the example of calculus because they try to fit in such a course single and multi-variate calculus, series, differential equations etc.). 

Anyway, I am wondering if there exists any particular study or report that argues that is more beneficial to have more blocks with fewer hours per block/course than the traditional break-out of the academic calendar. 

I am not sure if other countries have similar systems, Netherlands is the only one I know so it might be country-specific.
I doubt that there is a demonstrated benefit, but I also doubt that it is a problem or an issue. The length of a term is basically arbitrary. The number of credits assigned to a "term length course" is just a number. What matters is that (a) there is a fair amount of consistence within a system and (b) that a translation to other systems is possible and rational. 

Some national systems are historical and based on the country's past. In the US, terms were heavily influenced by the agricultural past. In some countries, say UK, terms are somewhat determined by religious holidays and conventions. But, if a student has some sense that the system behaves in a stable and predictable manner, then it isn't an issue. 

Universities are good about knowing how to do the translations when students move from one system to another. Again, no real issue. 

But, I'll guess that over, say a year, a student from The Netherlands and one from UK or US who applies him/herself equally to the study, will learn about the same. 

Breaking up a total curriculum into more or fewer longer or shorter "chunks" with more or fewer credit numbers is not especially relevant as long as the student knows what to expect. 

Trying to do it 36 contact course what other do in 45, would possibly be an issue, but even that can be "about the same" depending on what students are expected to do overall and what is expected of them when not face to face with a professor. 

Local consistency and predictability is enough.