Comparative Effectiveness of E-Learning Modules versus Conventional Lectures on Knowledge Retention of Public Health Concepts among Undergraduate Medical Students

Abstract

Objective: This study aimed to compare the effectiveness of e-learning modules and conventional lectures on knowledge retention of public health concepts among undergraduate medical students.

Methods: A quasi-experimental study was conducted among 120 third-year MBBS students, who were randomly divided into two groups. Group A was taught using structured e-learning modules, while Group B received conventional lecture-based teaching. Both groups were assessed using a pre-test, immediate post-test and a follow-up test after four weeks. Scores were analyzed and compared using appropriate statistical methods.

Results: Baseline pre-test scores were comparable between the two groups. Both teaching methods resulted in significant improvement in immediate post-test scores; however, the e-learning group showed higher mean scores compared to the lecture group. At four-week follow-up, a decline in scores was observed in both groups, but knowledge retention remained significantly higher in the e-learning group.

Conclusion: Both e-learning modules and conventional lectures are effective in enhancing knowledge of public health concepts among medical students. However, e-learning appears to provide better long-term knowledge retention. A blended learning approach combining both methods may offer an optimal strategy for improving educational outcomes in medical curricula.