IPROC iproc Iproceedings 2369-6893 JMIR Publications Toronto, Canada v9i1e49651 10.2196/49651 Abstract Abstract The Effectiveness of Blended Learning for Dermatology Undergraduate Medical Students Oakley Amanda Thakur Juthika Silva Cristiana PhD 1
Federal University of Bahia Av Milton Santos, s/nº - Ondina, Salvador - BA Salvador, 40170-110 Brazil 55 71988647377 silveira.cristiana@gmail.com
https://orcid.org/0000-0002-6109-8705 Vasconcellos Cidia PhD 2 https://orcid.org/0000-0003-3055-1084 Souza Murilo Barreto PhD 1 https://orcid.org/0000-0002-2965-2737 Fernandes Juliana Dumet PhD 1 https://orcid.org/0000-0001-7198-7365 Rego Vitoria Regina de Almeida Pedreira PhD 1 https://orcid.org/0000-0003-2056-8034 Federal University of Bahia Salvador Brazil São Paulo University São Paulo Brazil Corresponding Author: Cristiana Silva silveira.cristiana@gmail.com 2023 1 8 2023 9 e49651 5 6 2023 26 7 2023 ©Cristiana Silva, Cidia Vasconcellos, Murilo Barreto Souza, Juliana Dumet Fernandes, Vitoria Regina de Almeida Pedreira Rego. Originally published in Iproceedings (https://www.iproc.org), 01.08.2023. 2023

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 Background

Novel internet-based applications and associated technologies have influenced all aspects of our society, ranging from areas of commerce and business to entertainment and health care. Education is no exception. In this context, this study was designed to evaluate the impact of a dermatology e-learning program on the academic performance of medical students.

 Objective

We aimed to develop a dermatology blended learning course for undergraduate medical students and compare the knowledge gained by students who took this course to those who attended traditional classes.

 Methods

This prospective study evaluated the performance of fourth-semester medical students from the Federal University of Bahia, Brazil. A total of 129 students were selected and divided into 2 groups. The first group (n=57) attended traditional classes and used printed material (books and handouts). The second group (n=72) took our e-learning course and used an e-book as a supplement in a hybrid setting comprising online plus traditional learning. Each course was evaluated with multiple-choice, paper-based tests that were administered at the beginning and end of the course.

 Results

Although the precourse tests did not show any difference between the traditional and hybrid groups (mean 2.74, SD 1.25 vs mean 3.2, SD 1.22), students attending the hybrid course had better final term grades (mean 8.18, SD 1.26) than those who attended traditional classes (mean 7.11, SD 1.04). This difference was statistically significant (P<.05).

 Conclusions

The results suggest that the performance of undergraduate students who took a course supplemented with e-learning material was superior to those who attended a traditional course alone.

 Conflicts of Interest

None declared.

 dermatology medical education undergraduate medical education distance education e-learning blended learning hybrid course

Pre- and posttest scores of students who attended the traditional and hybrid courses.

Boxplot illustrating students' scores for tests administered at the beginning and end of the traditional and hybrid courses.