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AI Summary of Peer-Reviewed Research

This page presents an AI-generated summary of a published research paper. The original authors did not write or review this article. [See full disclosure ↓]

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E-learning matched face-to-face disaster medicine training in Lebanon

A person wearing a black beanie and gray long-sleeved shirt sits at a laptop in an indoor setting with warm-toned walls, appearing focused on the screen.
Research area:Medical educationInnovations in Medical EducationKnowledge retention

What the study found

E-learning and face-to-face disaster medicine courses both improved medical students’ knowledge and knowledge retention, with no significant difference between the two modalities. Fifth-year students showed the largest knowledge gains, especially in the e-learning group.

Why the authors say this matters

The authors conclude that disaster medicine education should be integrated into the medical curriculum, especially in the fifth year before externship. They also suggest that a blended curriculum with face-to-face practical sessions for selected topics may further improve students’ confidence for future disaster response.

What the researchers tested

The study used a quasi-experimental Solomon 4-group design with 205 second- to fifth-year medical students at the Lebanese University. Students were assigned to either e-learning or face-to-face disaster medicine courses, and knowledge was measured before the course, after the course, and at 1-month follow-up. Confidence, competency, and satisfaction were assessed after the course with validated tools.

What worked and what didn't

Both modalities improved knowledge and knowledge retention, and satisfaction was similar across groups. Face-to-face training was preferred overall, but fifth-year students preferred e-learning. Confidence was also similar across modalities, although face-to-face scored higher for some skills, including triaging.

What to keep in mind

The abstract says feasibility and efficiency were not measured directly. The findings come from medical students at one university in Lebanon, so the available summary does not describe broader limits beyond that setting.

Key points

  • Both e-learning and face-to-face disaster medicine courses improved knowledge and knowledge retention.
  • There was no significant difference in knowledge outcomes between the two teaching modalities.
  • Fifth-year students had the largest knowledge gains, especially with e-learning.
  • Satisfaction was similar across groups, though face-to-face was preferred overall.
  • Face-to-face training scored higher for some skills, including triaging.
  • The abstract says feasibility and efficiency were not measured directly.

Disclosure

Research title:
E-learning matched face-to-face disaster medicine training in Lebanon
Authors:
Ali Msheik, Rubén Peralta, Zeinab Al Mokdad, Christine Bartulec, Linda Abou-Abbas, Dima Anani, Hussein Al Mawla, Hassan Salame, Mohamad Moussa, Awsan Bahattab
Institutions:
Lebanese University, Hamad Medical Corporation, Universidad Nacional Pedro Henríquez Ureña, Institut National de Santé Publique, Università degli Studi del Piemonte Orientale “Amedeo Avogadro”
Publication date:
2026-01-28
DOI:
10.2196/80409
OpenAlex record:
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AI provenance: This post was generated by OpenAI. The original authors did not write or review this post.

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