Disaster Medicine Training for Medical Students in Lebanon: Quasi-Experimental Comparison of e-Learning and...

Despite global advocacy for its integration into medical curricula, disaster medicine (DM) education remains underdeveloped, especially in fragile settings where such training is urgently needed. In Lebanon, a country facing political and economic crises, students face significant barriers to in-person education.

This study aims to evaluate the effectiveness of e-learning versus face-to-face (F2F) approaches in improving knowledge retention and provides insight into the practical considerations of implementing DM courses in such settings.

This quasi-experimental study used a Solomon 4-group design to evaluate e-learning and F2F DM courses for second- to fifth-year medical students at the Lebanese University. A total of 205 participants, stratified by academic year, were divided between the 2 modalities. Knowledge was assessed before the course, after the course, and at 1-month follow-up. Confidence, competency, and satisfaction were evaluated after the course using validated tools.

Of 205 participants, 56.6% (n=116) favored e-learning. Both modalities improved knowledge and knowledge retention, with no significant difference between the 2 groups. Fifth-year students achieved the highest gains in knowledge, particularly in the e-learning group. Similarly, no significant difference in satisfaction was observed across modalities, although F2F was preferred overall, except among fifth-year students, who preferred e-learning. Confidence levels were also similar across both modalities, but F2F scored higher for skills like triaging. Feedback emphasized the relevance of the course and advocated for integration of DM into the medical curriculum, and adding practical sessions.

Integrating DM education into the fifth-year curriculum, prior to externship, can enhance preparedness and promote knowledge retention and application in real-world disaster settings. The study shows that e-learning is an effective modality for improving knowledge acquisition and retention in DM. Although feasibility and efficiency were not measured directly, the successful delivery of the course to geographically dispersed students suggests potential practical advantages. Combining F2F practical sessions for specific targeted topics in a blended curriculum is recommended to further enhance medical students' confidence for future disaster response. These findings support broader policy efforts to institutionalize DM in medical curricula, particularly in fragile and resource-limited settings.