Effectiveness of E-learning module versus small group teaching in pharmacology competency training for medical undergraduates

Objectives: The objective of the study is to compare the effectiveness of the E-learning module (ELM) with small-group teaching (SGT) methods in pharmacology training for medical undergraduates in Phase II and to assess the students’ perception of the ELM in competency-based teaching in pharmacology. Materials and Methods: We conducted an educational interventional study from April to August 2024, after obtaining ethical clearance from the Institutional Ethics Committee. An ELM on anticoagulants (PH 1.25 competency), which included interactive videos, reading material, a discussion forum, online assessments and feedback, was prepared by the faculty and released to the students in the learning management system portal. Participants were instructed to complete the module within 7 days. The end-module test of the ELM included a multiple-choice question (MCQ) assessment, and the scores were compared with MCQ assessment scores obtained immediately after a SGT session on the topic of Malaria (PH 1.47). Summative assessment scores of the respective competencies were taken from the long essay question scores on these two competencies. The mean ± standard deviation (SD) scores of formative and summative assessments for ELM and SGT methods were compared using an unpaired t -test. Students’ perceptions of the ELM and comparisons of perceptions between ELM and SGT were assessed using validated feedback forms, and responses were expressed in percentages. Results: The mean ± SD scores for formative assessments were 7.08 ± 2.81 in the SGT method and 8.26 ± 3.45 in the ELM method, indicating no statistically significant difference (t = −1.26, P = 0.21). The mean ± SD scores of the summative assessment were 4.33 ± 2.45 in the SGT method and 6.44 ± 2.29 in the ELM method, showing a statistically significant difference (t = −8.15, P < 0.001). Students’ perceptions of the ELM session in terms of aptness, content, delivery, activity and assessment were rated on a scale of 1–5, with 80–90% scoring above 3, indicating favourable responses. 80% of the students suggested that more ELMs should be introduced in the future pharmacology training. However, the attitude survey comparing SGT and ELM showed contrasting responses in two questions, suggesting that SGT should continue to be implemented more widely in the curriculum. Conclusion: ELMs are a viable alternative to SGT, enhancing the effectiveness of competency-based education in pharmacology.