Publications

The amphibian dissection for medical students was halted by the restrictions imposed by the National regulatory guidelines, prompting medical curricula to revise and innovate instructional methods. Hence there is a critical need for potential innovative solutions to enhance students’ understanding of physiological concepts. Therefore, this study aimed (a) to evaluate the gain in knowledge and retention with computer assisted simulation (CAS) vs traditional (TT) teaching learning strategies in first year medical and paramedical students, and (b) to obtain students’ and faculty feedback about strengths and limitations of both strategies. Medical and paramedical students, with prior theoretical knowledge, were separately randomized into CAS or TT groups after consenting. Knowledge gain and retention were assessed using multiple-choice questionnaires before, immediately after, and 15 days post-exposure. Faculty and students feedback on the strengths and limitations of the teaching-learning strategies was collected. Results showed similar knowledge gain in both CAS and TT groups for medical students (CAS: 16.76 ± 3.69, TT: 15.94 ± 3.75, p < 0.001), with significantly better retention in CAS (16.10 ± 3.40) compared to TT (13.38 ± 3.21, p < 0.001). For paramedical students, knowledge gain was comparable, but retention was reduced in CAS (9.60 ± 2.23) compared to TT (10.35 ± 1.76, p < 0.05). Students appreciated the use of CAS program and suggested a blended learning module. In conclusion, integrating a blended learning module (CAS and TT) into the undergraduate curriculum can be an effective alternative to enhance knowledge gain and retention.