The Effect of Self e-Learning before “Low Back Pain” Lecture Using Pre- and Posttest Examination Scores among Medical Students

Objective: To evaluate the efficacy of self e‐learning (electronic learning) before class lecture among medical students. Materials and Methods: The study employed a prospective cohort design. All students were tested by multiple choice examination before (pretest) and after (posttest) teaching lecture. Then data were collected by questionnaire after class to separate all students in two groups where group A studied self e‐learning before class, while group B did not. After that, all data analysis determined mean, SD, median, and t‐test. Results: Of 175 students divided into group A 106 (60.57%) and group B 69 (39.43%). Group A had significantly higher scores than group B both pretest (p‐value <0.0001) and posttest (p‐value 0.0138). Furthermore, the difference between posttest and pretest score in group B significantly increased more than in group A (p‐value <0.0001). Conclusion: Self e‐learning before class was effective to increase understanding in contents both before and after class. However, class lecture is still important and effective by increasing the posttest score compared to pretest score in group B more than group A.