Asynchronous versus traditional teaching for MBBS undergraduate students-effectiveness and students perspectives - A pilot study

Abstract

Background: Traditional lectures continue to be one of the common ways of teaching practiced in medical schools across India. However, there are many other effective ways of teaching in large groups and lately e-learning modules, which can be synchronous, asynchronous, or blended, have been used to complement face-to-face interactions. E-assignments have been effectively used to engage students into meaningful learning. Aim: The aim of the study is to compare asynchronous teaching with traditional teaching in terms of student perspectives and learning. Materials and Methods: After taking ethical clearance from the Institutional Ethics Committee, the study was conducted involving 66 student volunteers from MBBS 2 nd year. All the students were subjected to a pretest on the topic – “low backache” prior to the intervention. The students were then divided into two groups: Group A and Group B of 33 students each. Group A was taught by traditional lecture method, while Group B was given an e-assignment on the topic for which no face-to-face interaction was done earlier. The students from both the groups were then subjected to a posttest followed by feedback. Results: Analysis of covariance, considering the pretest score as a covariate, revealed that the two groups were comparable to begin with P = 0.632. After the intervention, posttest mean scores improved significantly ( P < 0.001) within each group, for both the groups, but there was no significant difference in posttest scores on intergroup comparison ( P = 0.507). Student feedback brought to light that 85% of the students felt that the traditional lecture method followed by e-learning would be of a great benefit to them. Conclusion: Although no single method emerged as superior over the other, student feedback revealed that 90% of the students graded e-module as either satisfactory to good. Most felt that lecture followed by e-modules will help them to learn better.

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

“…The results indicated that the students have varied views on the blended learning system. Chauhan et al (2019) also concluded that traditional lectures followed by e‐learning modules can be complementary to the lectures and help in fulfilling the knowledge gaps. It is also reported that other factors such as emotional and affective should be taken into account, while integrating blended learning into the medical education curriculum (Ruiz et al, 2006; Shahoumianet et al, 2014).…”

A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators

“…Online asynchronous learning opportunities, where content can be accessed on-demand, have become increasingly popular across disciplines, especially following the transition of many education systems to remote learning due to COVID-19 (Brady & Pradhan, 2020; Cook et al, 2008). Research in health care suggests that there are some potential benefits to asynchronous online learning, including preference for the modality, flexibility, cost-effectiveness, and increase in knowledge acquisition (Branzetti et al, 2011; Burnette et al, 2009; Chauhan et al, 2019; Jordan et al, 2013; Lew & Nordquist, 2016). It is important to conceptualize these findings with attention to differences in other indices of training compared with synchronous training (Lew & Nordquist, 2016; Mallonee et al, 2018).…”

Development of Culinary and Self-Care Programs in Diverse Settings: Theoretical Considerations and Available Evidence

“…103 Similarly, when comparing these methods in Bachelor of Medicine and Bachelor of Surgery undergraduate students, there was no significant difference in post-test scores between the two groups (P = .507). 106 A novel approach blending the two methods is a "flipped classroom." In this model, students watch prerecorded lectures before class and the class time is reserved for discussion and problem-solving of relevant topics.…”

“…It allows for immediate clarification of concepts and extension of knowledge, 102,105 which has been found to be important for learners with limited exposure and higher difficulty perception of subjects. 106 Research has shown that active learning can increase lecture attendance, engagement, and acquisition of expert attitudes toward the discipline of choice. 107 In a study of students enrolled in science, engineering, and mathematics courses, students involved in active learning had an increase in exam performance, concept inventories, and other assessments.…”

“…103 Similarly, when comparing these methods in Bachelor of Medicine and Bachelor of Surgery undergraduate students, there was no significant difference in post-test scores between the two groups ( P = .507). 106…”