Pre-test and Post-test Analysis of Online Active Learning Methods in First-Year Medical Students

Background: There is a need to enhance teaching and learning capability in medical education. Online active learning methods are being increasingly used in all sectors of education. Multiple choice assessment tests provided before and after instruction serve as an objective way to assess the effectiveness of the teaching intervention in improving student learning outcomes.
Objective: To evaluate the effectiveness of online active learning methods using a pre-test–post-test design among first-year medical students.
Methods: 135 first year MBBS students underwent a teaching session using different online active learning methods in the subject of Biochemistry. An 18-item Multiple Choice Question (MCQ) test was before and after. The tests were conducted through online forms and students absent for the session were excluded. Point scores of the test were analysed.
Results: The mean pre-test score was 14.90 (SD = 1.50), while the mean post test score was 16.80 (SD = 1.20). The improvement was statistically significant (p < 0.001).
Conclusion: Online active learning methods significantly improved knowledge acquisition among first-year medical students, demonstrating the utility of MCQ-based interventions in medical education

Pre-test; Post-test; Extra-cellular matrix.

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