Task-based Online Module in Medical Education Technology for Postgraduate Residents: A Mixed-methods Educational Intervention Study

Introduction: Competency-based Medical Education (CBME) mandates postgraduate residents to acquire pedagogic competencies such as teaching skills, assessment literacy, reflective practice, and leadership. Structured, task-based Medical Education Technology (MET) modules delivered through digital platforms may enhance motivation and applied educational skills; however, evidence from Indian postgraduate settings remains limited. Aim: To design, implement and evaluate a structured online MET module for postgraduate residents and assess its feasibility, engagement, motivational impact and development of selected pedagogic skills. Materials and Methods: This mixed-method, descriptive educational intervention study was conducted at Burdawan Medical College and Hospital, West Bengal, India, from March 2025 to August 2025. The MET module was developed by six faculty members trained in medical education, representing the Departments of Physiology, Community Medicine, and the Medical Education Unit. To facilitate feasibility of intervention and interaction, participants were divided into three groups (Group A: 43, Group B: 44, Group C: 43) to facilitate moderated discussions. A one-month asynchronous MET module comprising four threads and eight tasks was implemented for postgraduate residents across clinical and non clinical departments. Of 145 enrolled residents, 130 completed the module (clinical: 94; non clinical: 36). Quantitative data were collected using a structured, preand post intervention motivation scale, task completion records and punctuality metrics, while qualitative data were obtained from reflective submissions and Focus Group Discussions (FGD). Quantitative data were analysed using paired t-tests, with p-value <0.05 considered statistically significant. Qualitative data underwent thematic analysis. Results: Of the 145 residents enrolled, 130 (89%) completed all assigned tasks, and among these, 118 (91%) submitted their work within the stipulated timelines. Participation remained consistent across all four weeks, with slightly higher engagement among non clinical residents. Optional face-to-face Objective Structured Clinical Examination/Objective Structured Practical Examination (OSCE/ OSPE) sessions were attended by 98/130 participants (75%). Critical reflection beyond descriptive levels was demonstrated by >90% of submissions, while 109/130 (84%) of OSCE/OSPE stations were competency-aligned. Mean motivation scores showed a statistically significant improvement across all domains, including CBME awareness, reflective practice, assessment confidence and self-directed learning (p-value <0.001). Conclusion: The structured online MET module demonstrated high feasibility, engagement, and significant improvement in motivation and applied pedagogic competencies among postgraduate residents. This task-based, asynchronous model offers a scalable and replicable framework for strengthening CBME implementation in postgraduate medical education