JMIR Publications

ABSTRACT

Background:

Despite global advocacy for its integration into medical curricula, disaster medicine education remains underdeveloped, especially in fragile settings where such training is urgently needed. In Lebanon, a country facing political and economic crises, students face significant barriers to in-person education.

Objective:

This study evaluates the effectiveness of E-learning versus face-to-face approaches in improving knowledge retention and provides insight into the practical considerations of implementing disaster medicine courses in such settings.

Methods:

This quasi-experimental study used a Solomon four-group design to evaluate E-learning and face-to-face disaster medicine courses for second- to fifth-year medical students at the Lebanese University. A total of 205 participants, stratified by academic year, were divided between the two modalities. Knowledge was assessed before the course, after the course, and at one-month follow-up. Confidence, competency, and satisfaction were evaluated after the course using validated tools.

Results:

Of 205 participants, 56.6% favored E-learning. Both modalities improved knowledge and knowledge retention, with no significant difference between the two groups (P = 0.404 and 0.644, respectively). Fifth-year students achieved the highest gains in knowledge, particularly in the E-learning group. Similarly, no significant difference in satisfaction was observed across modalities (P = 0.766), although face-to-face was preferred overall, except among fifth-year students, who preferred E-learning. Confidence levels were also similar across both modalities, but face-to-face scored higher for skills like triaging. Feedback emphasized the relevance of the course and advocated for the integration of disaster medicine into the medical curriculum, and adding practical sessions.

Conclusions:

Integrating DM education into the fifth-year curriculum, before externship, can enhance preparedness and promote knowledge retention and application in real-world disaster settings. The study has shown that E-learning can be an effective, efficient, and feasible method for teaching disaster medicine. Combining face-to-face practical sessions for specific targeted topics in a blended curriculum is recommended to further enhance medical students’ confidence for future disaster response. These findings support broader policy efforts to institutionalize disaster medicine in medical curricula, particularly in fragile and resource-limited settings.