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ghaemi M, hosseini A, shirafkan H, kamrani G. Comparing the Impact of Using E-learning with Traditional Learning in Teaching Clinical Pathology to Medical Students at Babol University of Medical Sciences. , mededj. 2026; 15
URL: http://mededj.ir/article-1-550-en.html
URL: http://mededj.ir/article-1-550-en.html
Department of Pathology, School of Medicine, Cancer Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran.
Abstract: (14 Views)
Background and Objective: Since the traditional education process does not meet the needs of the present era, this method has been reconsidered, and the use of virtual education has gained attention. The aim of this study is to compare the effectiveness of E-Learning with the traditional (in-person and practical) method in teaching clinical pathology to medical students at Babol University of Medical Sciences.
Methods: This cross-sectional study was conducted on 106 medical students entering the 2019 clinical introductory course. Before entering the pathology practical section, the students were randomly divided into two groups of 53. For the first group, before entering the section, the course content was uploaded electronically with the help of Camtasia software, and clinical cases were presented in the Navid system; for the second group, the same content was presented as a classic lecture before starting the clinical section. Both groups were given a pretest at the beginning of the clinical section and a posttest at the end. The data were analyzed using SPSS v16 statistical software and the T-Test statistical test, and p<0.05 was considered significant.
Findings: 106 students participated in this study, with the mean scores being 3.57 ± 1.26 and 7.31 ± 1.5, respectively. The difference between pre-test and post-test scores was statistically significant (P<0.001). The mean final scores of students in the control group were 16.17 ± 0.24, and in the intervention group were 17.16 ± 0.28, and a statistically significant difference was observed between the final scores between the two groups (P<0.001).
Conclusions: The results of this study showed that the average post-test score of students who were trained electronically was higher than the average score of students who were trained traditionally. Therefore, the e-learning method can be used even in fields that have practical courses.
Methods: This cross-sectional study was conducted on 106 medical students entering the 2019 clinical introductory course. Before entering the pathology practical section, the students were randomly divided into two groups of 53. For the first group, before entering the section, the course content was uploaded electronically with the help of Camtasia software, and clinical cases were presented in the Navid system; for the second group, the same content was presented as a classic lecture before starting the clinical section. Both groups were given a pretest at the beginning of the clinical section and a posttest at the end. The data were analyzed using SPSS v16 statistical software and the T-Test statistical test, and p<0.05 was considered significant.
Findings: 106 students participated in this study, with the mean scores being 3.57 ± 1.26 and 7.31 ± 1.5, respectively. The difference between pre-test and post-test scores was statistically significant (P<0.001). The mean final scores of students in the control group were 16.17 ± 0.24, and in the intervention group were 17.16 ± 0.28, and a statistically significant difference was observed between the final scores between the two groups (P<0.001).
Conclusions: The results of this study showed that the average post-test score of students who were trained electronically was higher than the average score of students who were trained traditionally. Therefore, the e-learning method can be used even in fields that have practical courses.
Type of Study: Research |
Subject:
General
Received: 2025/07/24 | Accepted: 2025/08/27 | Published: 2026/04/4
Received: 2025/07/24 | Accepted: 2025/08/27 | Published: 2026/04/4
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