A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based...

Area of Science:

• Medical Education
• Pedagogical Research

Background:

• COVID-19 pandemic necessitated modifications in educational pedagogies.
• Distance learning (DL) problem-based learning (PBL) tutorials utilized online peer-to-peer platforms to minimize teaching interruptions.

Purpose of the Study:

• To compare the academic performance of medical students in distance learning PBL tutorials versus conventional face-to-face PBL tutorials.

Main Methods:

• A retrospective study compared two groups of fourth-year medical students: one using DL PBL and the other using face-to-face (FF) PBL.
• Propensity score matching was used based on baseline performance.
• Student performance was assessed using a standardized scoring system across five key areas, with total scores ranging from 0 to 50.

Main Results:

• A total of 124 students (62 in each group) were analyzed.
• Students in the DL group scored significantly lower (mean 37.5 ± 4.6) than the FF group (mean 39.0 ± 4.4, p < 0.001).
• Lower scores were observed in the DL group across all five assessed areas: participation, communication, preparation, critical thinking, and group skills.

Conclusions:

• Distance learning PBL tutorials were associated with lower student performance compared to face-to-face approaches.
• Further research is required to identify the reasons behind the performance disparity in DL PBL.