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

Abstract

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.