Evaluating Effectiveness of E-learning Module in Anatomy for First Year MBBS Students

Background: The National Medical Commission’s Graduate Medical Education Regulations 2018 emphasize self-directed, learner-centric approaches and the adoption of contemporary educational technologies, including e-learning. First-year MBBS Medical students often have limited classroom time for gross anatomy, and elearning may enhance their understanding through flexible access to structured material. The COVID-19 pandemic further highlighted the need for effective online learning modalities. Aim: To develop and introduce an e-learning module in gross anatomy and evaluate its effectiveness and Medical students’ perceptions. 88aterials and Methods: A prospective interventional study was conducted among 150 first-year MBBS students, among them 119 consented to participate. The anatomy of the heart was divided into two topics: one taught through traditional didactic lecture and the other through an e-learning module uploaded on Google Groups. Both topics were followed by online MCQ (Multiple Choice Question) assessments. The second topic was later taught again via didactic lecture, after which student perceptions of e-learning were collected through an online feedback questionnaire. Quantitative and qualitative data were analysed using Microsoft Excel. Results: A total of 47 students completed both MCQ assessments. Mean scores for Topic 1 (traditional lecture) and Topic 2 (e-learning) were 8.60 ± 3.08 and 8.57 ± 3.70, respectively (p = 0.97), indicating no significant difference in performance of the two groups as p is > 0.05. More than 80% of students found the e-learning module easy to access, navigate, and useful in enhancing understanding. Over 50% felt it promoted interaction, could replace some lectures, and should be continued in future teaching. However, 22% preferred traditional learning methods. Conclusion: Although learning outcomes did not significantly differ between traditional and e-learning methods, student feedback demonstrated high acceptance and satisfaction with the e-learning module. Elearning served as a valuable complement to conventional teaching, supporting its continued integration into the MBBS curriculum