A cross-sectional study to assess Evidence-Based Medicine teaching method: Online or face-to-face?

We aimed to study differences in postgraduate students' achievement if they are taught evidence-based medicine (EBM) by face-to-face or by online learning. We assessed the performance of 28 postgraduate students who completed a face-to-face learning module and 34 students who completed an online learning module in a cross-sectional study. The teaching materials were the same in both courses so that any performance difference would be due to the teaching method. Grading involved semester work (15), midterm (25), oral (15) and final (30) examinations. Students were evaluated by a project submitted by the end of the semester (15). Percentage of student satisfaction was calculated. Mean midterm and final examination scores did not differ significantly between the two groups (p=0.759 and 0.721, respectively). Students from both groups achieved almost the same median score on the oral discussion examination (p=0.31). Students who attended the online learning module were associated with a significantly higher median project score compared with those who attended the face-to-face teaching (p<0.001). In general, students from both modules were similarly satisfied about course contents, lecturers and students' assessment process although one-third of students felt non-equality and unfair instructors' practice towards them in face-to-face teaching method. Further research should be paid towards assessment of EBM e-learning to support the developing era of evidence-based practice in low-income to middle-income countries.