ABSTRACT
BACKGROUND: During the coronavirus disease 2019 (COVID-19) pandemic, internet-based learning modalities and online classes became a tool for the continuous learning process for medical students. The aim of this study was to compare medical student performance in both online versus offline instructional methods. METHODS: The study was conducted on 213 medical students of the basic science program at the American University of Antigua, College of Medicine (AUACOM), who completed the four semesters consecutively between Spring 2018 and Fall 2020. Two cohorts of students were considered in the study: cohort 1 (those who completed years 1 and 2 using traditional offline teaching modality) and cohort 2 (those who completed year 1 offline and year 2 online). The years 1 and 2 National Board of Medical Examiners (NBME) summative assessment scores of the students were used to determine which instructional modality generated better student performance outcomes for the two groups. Additionally, we evaluated the score variabilities between genders to determine if teaching modality had an impact on a specific group. All statistical comparisons were done using two-tailed t-tests. RESULTS: The study involves 213 students (112 in cohort 1, 101 in cohort 2). There was no significant difference in student performance between offline and online learners overall (74 ± 2.3 vs. 73 ± 1.3; p = 0.537) or with respect to gender (73 ± 3.8 vs. 73 ± 3.0; p = 0.709). CONCLUSION: In this comparative effectiveness study of traditional offline education versus online instructional modality, we observed no statistical difference in student performance evaluated with NBME summative assessment scores. Online classes were well-accepted by our students. These data show a significant and promising potential for the future of medical education using online teaching modalities. Remote online teaching could be used again in the future without detriment to student education if face-to-face (F2F) learning is not possible.