E-LEARNING PLATFORMS IN MEDICAL EDUCATION: A QUANTITATIVE COMPARISON OF ONLINE AND TRADITIONAL LEARNING IN PESHAWAR

Abstract

E-learning platforms have become central to medical education globally. Yet, their comparative effectiveness versus traditional teaching in resource-limited contexts like Peshawar remains underexplored.

Objective: To quantitatively compare perceptions and outcomes of online and traditional learning among undergraduate medical students in Peshawar.

Design: Quantitative, cross-sectional comparative study.

Methods: Data were collected via a structured questionnaire from 300 medical students who had experienced both online and face-to-face learning at Khyber Medical University and affiliated colleges. Descriptive and inferential statistics were applied to assess perceptions, satisfaction, and self-reported academic performance.

Results: Students rated online learning higher for flexibility and accessibility, while traditional learning was preferred for interactivity and clinical skill acquisition. No significant difference was observed in self-reported knowledge outcomes between both modes (p > 0.05). Blended learning yielded the highest satisfaction.

Conclusion: E-learning is equally effective as traditional learning for knowledge acquisition but less suitable for developing hands-on clinical skills. A blended-learning model is recommended to optimize medical education outcomes in Peshawar.