A Prospective Comparative Study for the Evaluation of Digital Learning as an Academic Tool for MBBS Phase III Students

INTRODUCTION: This project seeks to redefine teaching and learning methods for MBBS students by integrating digital learning as an academic tool. The primary objective of this study was to enhance revision and promote audiovisual learning among students to improve their comprehension and understanding of the subject matter. MATERIALS AND METHODS: The study involved 120 students who attended a 90-minute traditional lecture, delivered in two sessions, on a specific competency "Labour". Labour was chosen as it was a part of the core competency according to the NMC (National Medical Commission) curriculum. Following the lecture, a pre-test consisting of 20 multiple-choice questions (MCQs) was administered via Google Forms to assess knowledge acquisition after the traditional learning session. Subsequently, the students were divided into two groups of 60 each based on their odd- or even-numbered roll numbers assigned by the university. The roll numbers of students were allotted as per their names in alphabetical order; roll numbers had no relation to the academic performance of the students. One group received a digital learning module designed as a visual escape room, with quiz-mode MCQs administered via Google Forms. Students advanced to the next question only upon correctly answering the previous one, and additional information on the topic was provided for each correct response. The other group continued their learning traditionally. A second assessment was conducted one month later for all students using a post-test comprising 20 MCQs. The pre- and post-test scores of both groups were then analysed statistically. An unpaired Student's t-test was employed to analyse the results. A p-value < 0.05 was considered statistically significant. RESULTS: The group that followed the traditional teaching method achieved an average score of 15.9 out of 20, while the group utilising digital learning tools attained an average score of 17.3 out of 20. The increase in mean scores for the group using digital learning tools was statistically significant (p=0.002). Feedback from the digital group indicated that the digital learning approach was both acceptable and useful to students. These findings suggest that such modules can also serve as effective tools for formative assessment. CONCLUSION: This study highlights the importance of innovative methods in facilitating repeated revision and improving recall. Given the extensive medical curriculum, limited time is allocated for effective student revision. The digital module supplements the learning experience and can be tailored to meet the needs of both students and teachers, providing a personalised, adaptable approach that can be repeated across various question types to address multiple domains of learning. A combination of traditional teaching and digital learning may yield better outcomes, thereby enhancing students' knowledge and skill acquisition.