Previously submitted to: JMIR Medical Education (no longer under consideration since Apr 07, 2026)
Date Submitted: Oct 27, 2025
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Interactive E-Learning Module on Liver Ischemia and Antioxidant Defense Mechanisms: A Randomized Pilot Study on Knowledge Gain and Retention in Medical Students
ABSTRACT
Background:
Background:
Traditional lecture-based education often does not inspire a profound and lasting understanding.
Background:
Liver ischemia and antioxidant defense mechanisms are complex topics in the medical curriculum, and conventional didactic methods tend to produce less than optimal of retention. Interactive e-learning has been shown to be effective in many fields; nevertheless, its application to these particular content areas and especially in an environment where digital pedagogy is limited has not been explored in depth.
Objective:
Purpose: This study aimed at determining the presence or absence of an interactive e-learning module that would elicit better immediate knowledge learning and 4 weeks retention of liver ischemia concepts among medical students compared to the traditional lecture-based learning.
Methods:
Methods:
A pilot study was a randomized, two-arm study that involved 60 undergraduate medical students. The participants were divided into intervention group (n=30) and control group (n=30) which corresponded to the use of a multimedia-based interactive e-learning module and a conventional lecture respectively. The knowledge test was a validated 34 points test, which was taken at baseline, immediately after the intervention and in the 4 weeks follow-up. ANCOVA and repeated-measures ANOVA were used as the statistical analyses.
Results:
Findings: Immediate post-test revealed a significantly higher score of the intervention group compared to the control one (adjusted mean 23.21 versus 20.82; p 0.009). This benefit also remained at the 4-week retention test (adjusted mean 20.84 and 17.76; p=0.003). In addition, the rate of knowledge attrition was lower in the intervention cohort (11.4% vs14.3% p= 0.040). A Time x Group interaction (F[2,116]) of significance (7.95, p <0.001) supported the better effect of the intervention on time-based acquisition as well as retention.
Conclusions:
Conclusions:
Interactive e-learning module was significantly more effective in relation to a standard lecture in promoting instant learning and maintaining liver ischemia and antioxidant defense against medical students in the long run. These results support the use of interactive online resources in medical programs, which supports the learning outcomes of complex biomedical topics.
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