Disaster Medicine Training for Medical Students in Lebanon: Quasi-Experimental Comparison of e-Learning and Face-to-Face Modalities

Key findings from this study

• The study found no significant difference in knowledge acquisition and retention between e-learning and face-to-face disaster medicine instruction.
• The authors report that fifth-year medical students achieved the highest knowledge gains and preferred e-learning over face-to-face delivery.
• The study found that face-to-face instruction produced higher confidence scores for specific practical skills such as triage compared to e-learning alone.

Overview

This quasi-experimental study evaluated e-learning versus face-to-face disaster medicine education for medical students at Lebanese University. The study used a Solomon 4-group design with 205 second- to fifth-year students. Knowledge, confidence, competency, and satisfaction were assessed. The e-learning course used an International Committee of the Red Cross tool, while the face-to-face version covered identical content across ten core topics. The study addressed disaster medicine training gaps in Lebanon, a fragile setting experiencing political instability, economic crisis, and recurrent disasters. Students face significant barriers to in-person attendance due to financial constraints and transportation challenges. The research examined whether e-learning could provide equitable access while maintaining educational effectiveness comparable to traditional instruction.

Methods and approach

The study recruited 205 participants stratified by academic year and divided between e-learning and face-to-face modalities. A Solomon 4-group design was employed to control for testing effects. Both courses covered ten core disaster medicine topics based on International Committee of the Red Cross standards. Knowledge assessments occurred before the course, immediately after, and at one-month follow-up. Validated tools measured confidence, competency, and satisfaction post-course. The e-learning modality used a predeveloped International Committee of the Red Cross tool incorporating constructivist theory and self-determination principles. The face-to-face course content mirrored the e-learning curriculum. Course design integrated principles from major incident medical management and support course, World Health Organization, and Médecins Sans Frontières standards.

Results

Both e-learning and face-to-face modalities produced significant improvements in knowledge acquisition and retention, with no significant difference between groups. Fifth-year students achieved the highest knowledge gains, particularly in the e-learning group. Among 205 participants, 56.6% selected e-learning as their preferred modality. Satisfaction levels showed no significant difference between modalities overall, though face-to-face was generally preferred except among fifth-year students, who favored e-learning. Confidence levels remained similar across both delivery methods, though face-to-face scored higher for specific skills including triage. Student feedback emphasized course relevance and advocated for disaster medicine integration into the standard medical curriculum. Participants recommended adding practical sessions to enhance hands-on competencies. The successful delivery to geographically dispersed students suggested practical advantages for e-learning in addressing transportation and financial barriers.

Implications

The findings support disaster medicine integration into fifth-year medical curricula prior to externship to enhance preparedness for real-world disaster settings. E-learning demonstrates effectiveness as a delivery modality for disaster medicine education while potentially addressing accessibility barriers in resource-limited contexts. The successful delivery to geographically dispersed students in Lebanon indicates that e-learning can overcome transportation and financial constraints. However, students reported higher confidence in specific skills like triage following face-to-face instruction. A blended curriculum combining e-learning with targeted face-to-face practical sessions may optimize both knowledge acquisition and skill confidence. This approach appears particularly relevant for fragile and conflict-affected settings where traditional instruction faces operational challenges. The results inform broader policy efforts to institutionalize disaster medicine training in medical schools, especially in regions experiencing high disaster frequency. Implementation strategies should consider student year level, as fifth-year students showed distinct preferences and outcomes compared to earlier years.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.