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Comparison of Academic Performance and Preference for Teaching Modality Among Health Professions Students Taught
Abdullateef Isiaka Alagbonsi1, Mojeed Akorede Gbadamosi2, Mathieu Nemerimana2
1Department of Physiology, School of Medicine and Pharmacy, College of Medicine and Health Sciences, University of Rwanda, Huye, Republic of Rwanda.
Advances in Medical Education and Practice
|August 3, 2026
Summary
Online versus face-to-face physiology education showed similar academic outcomes for health professions students. However, program-specific differences in performance and student preferences for in-person learning were noted.
Area of Science:
- Medical Education
- Health Professions Education
- Physiology Pedagogy
Background:
- Online learning offers flexibility but raises concerns about conceptual understanding in physiology.
- This study compares academic performance and teaching modality preferences among health professions students at the University of Rwanda (UR).
Purpose of the Study:
- To compare the academic performance of undergraduate health professions students under online versus face-to-face physiology instruction.
- To assess student preferences for teaching modalities in health professions programs.
Main Methods:
- A cross-sectional comparative study utilized historical cohorts of students in Medicine, Dentistry, Pharmacy, and Clinical Psychology programs.
- Academic performance (Mean Assessment Scores) was compared between online (2020-2021) and face-to-face (2022 onward) cohorts, adjusted for sex and program.
- Student preferences were surveyed and analyzed using logistic regression.
Main Results:
- Overall academic performance in physiology did not significantly differ between online and face-to-face teaching modalities after adjustments.
- A significant interaction effect was observed: online teaching favored medical students, while face-to-face teaching benefited dental students.
- Most students preferred face-to-face learning, with preferences varying by academic program.
Conclusions:
- Teaching modality did not substantially impact overall physiology academic performance, but program-specific effects were significant.
- Student preferences leaned towards face-to-face learning despite comparable outcomes, highlighting the importance of instructional context.
- Findings suggest that program-specific factors influence the effectiveness of different teaching modalities in health professions education.