Comparisons of the Academic Performance of Medical and Health-Sciences Students Related to Three Learning Methods: A Cross-Sectional Study.

INTRODUCTION

The learning methods employed in medical education have substantially transformed from traditional face-to-face (FTF) instruction to online learning modalities. This study sought to quantitatively compare the impact of three learning methods on the academic performance of first-year medical and health sciences students enrolled in a Medical Terminology (MT) course. The learning methods examined include the FTF method, the online-synchronized method, and a blended learning method that combines elements of both. The scope of the analysis encompasses the academic years 2019, 2020, and 2023.

METHODS

Academic performance was measured using overall scores and scores derived from the letter grades of 2446 first-year students assigned to the three learning methods that were compared.

RESULTS

A significant improvement in 2023 was observed in the blended learning method, which consisted of 30% FTF and 70% online synchronized lectures for overall scores (p < 0.0) and the scores based on the A grades (p < 0.0) of students in the MT course, compared to the FTF learning method in 2019 or the online synchronized learning method in 2020.

CONCLUSION

The blended learning method, which combines FTF with online synchronized learning, appears to be a more effective method for enhancing the academic performance of first-year students compared to either the traditional FTF method or the solely online synchronized method.