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E-learning matched face-to-face disaster medicine training outcomes

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Research area:health-policy-services

What the study found

The study found that both e-learning and face-to-face disaster medicine training improved medical students' knowledge and knowledge retention, with no significant difference between the two approaches. Fifth-year students showed the largest knowledge gains, especially in the e-learning group.

Why the authors say this matters

The authors conclude that placing disaster medicine education in the fifth-year curriculum, before externship, can enhance preparedness and support knowledge retention and application in real disaster settings. They also suggest that e-learning may offer practical advantages for reaching geographically dispersed students in fragile and resource-limited settings.

What the researchers tested

The researchers used a quasi-experimental Solomon 4-group design to compare e-learning and face-to-face disaster medicine courses for second- to fifth-year medical students at the Lebanese University. They enrolled 205 participants, stratified them by academic year, and assessed knowledge before the course, after the course, and at 1-month follow-up. They also measured confidence, competency, and satisfaction after the course using validated tools.

What worked and what didn't

Both course formats improved knowledge and knowledge retention. There was no significant difference in knowledge gain, satisfaction, or confidence between the two modalities overall, although face-to-face training scored higher for skills such as triaging. Fifth-year students preferred e-learning, while face-to-face was preferred overall.

What to keep in mind

The abstract does not describe detailed limitations beyond noting that feasibility and efficiency were not measured directly. The findings come from medical students at one university in Lebanon, so the scope is limited to this setting.

Key points

  • Both e-learning and face-to-face disaster medicine courses improved knowledge and one-month knowledge retention.
  • There was no significant difference between the two modalities in knowledge, satisfaction, or confidence overall.
  • Fifth-year students had the highest knowledge gains, especially in the e-learning group.
  • Face-to-face training scored higher for some practical skills, including triaging.
  • The authors recommend adding disaster medicine to the fifth-year curriculum and using a blended format with practical sessions.

Disclosure

Research title:
E-learning matched face-to-face disaster medicine training outcomes
Authors:
Ali Msheik, Rubén Peralta, Zeinab Al Mokdad, Christine Bartulec, Linda Abou‐Abbas, Dima Anani, Hussein Al Mawla, Hassan Salame, Mohamad Moussa, Awsan Bahattab
Institutions:
Hamad Medical Corporation, Hamad Medical Corporation, Institut National de Santé Publique, Lebanese University, Lebanese University, Lebanese University, Lebanese University, Lebanese University, Lebanese University, Universidad Nacional Pedro Henríquez Ureña, Università degli Studi del Piemonte Orientale “Amedeo Avogadro”
Publication date:
2026-01-28
DOI:
10.2196/80409
OpenAlex record:
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AI provenance: This post was generated by gpt-5.4-mini (OpenAI). The original authors did not write or review this post.

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