Comparison of asynchronous and synchronous methods of online teaching for students of medical laboratory technology course: A cross-sectional analysis

In the wake of the novel coronavirus pandemic, the closure of educational institutions has imposed a situation of potential gap in learning. Since training of medical and paramedical students is vital in creation of our army of these frontline health-care workers, this study was aimed at comparing the asynchronous and synchronous methods of online teaching for imparting training to students of medical laboratory technology (MLT).

This cross-sectional study included 33 students of the 1^st-year batch of MLT course at a tertiary level hospital. Ten lectures each from the subject of biomedical statistics were delivered through asynchronous (lecture shared on WhatsApp group) and synchronous (online live lecture) methods followed by a brief examination for each topic. A short survey was designed to assess the students' perception of clarity of concepts, confidence of solving the examination, and their preference for one of these methods. Appropriate statistical tests were applied to the data.

Synchronous method of online teaching was preferred by majority of the students (P < 0.001). Students' clarity in understanding of the concepts (P < 0.001) and confidence of the ability to solve examination questions (P < 0.05) was higher after synchronous teaching. The examination scores after synchronous online teaching were significantly higher (P = 0.0156) than those for topics covered through asynchronous method.

Online teaching, especially the synchronous method, offers an opportunity of continuum of training during crisis situations such as the ongoing novel coronavirus pandemic. The wide availability of internet services and the ever-changing global situation mandates readiness for this modality of teaching, both for the teachers and the students.