Evaluation of synchronous and asynchronous e-learning methods among MBBS students’ in medical institutions for medical education: An educational interventional study

Background: The closure of educational institutions due to COVID-19 conditions created a situation where contact between students and teachers became almost impossible. It imposed a potential need for adopting alternative learning methods. Objective: The objective of this study was to carry out an evaluation of synchronous and asynchronous e-learning methods planned among MBBS students. Materials and Methods: An educational interventional study was carried out, including two equipotent academic potential groups of all students of phase 3 part one. Two groups were created (Group A – Synchronous and Group B – Asynchronous) and taught five sessions for each group with asynchronous and synchronous e-learning styles, and perceptions of students regarding learning style were recorded. The data were analyzed using SPSS, and paired t -test and independent t -test were used to compare responses. A descriptive analysis of responses received for perceptions of both learning on a 5-point Likert was carried out. Results: Despite the asynchronous group having a higher pretest mean score (33.63 ± 12.03) compared to the synchronous group (25.20 ± 10.1), the post-test mean scores revealed greater improvement in the synchronous group (82.21 ± 12.2) compared to the asynchronous group (81.08 ± 13.32). The study revealed statistically significant higher posttest scores ( P < 0.001) in both groups. Asynchronous e-learning was slightly preferable for phase 3 students compared to synchronous e-learning based on the perception given by students. Conclusion: Online methods and teaching implemented with the right planning will definitively serve as an alternative in situations like COVID-19. Although these methods cannot replace face-to-face learning, they help develop students’ interest in new learning styles and prepare them for adverse learning conditions.