Comparing the impact of virtual and face-to-face LI-CBL delivery in a preclinical Infectious diseases course (Microbiology section)

Arunee Suvarnajata, Tanit Boonsiri, Sirachat Nitchapanit, Piyanate Kesakomol, Pimwan Thongdee, Passara Wongthai, Putt Narongdej, Ketsara Khamsaen, Phattarawadee Nilphet, Sudaluck Thunyaharn, Anchali Thongaime, Pongthorn Narongroeknawin, Nitchatorn Sungsirin and Veerachai Watanaveeradej
Additional contact information
Arunee Suvarnajata: Department of Microbiology, Thailand
Tanit Boonsiri: Department of Microbiology, Thailand
Sirachat Nitchapanit: Department of Microbiology, Thailand
Piyanate Kesakomol: Department of Microbiology, Thailand
Pimwan Thongdee: Department of Microbiology, Thailand
Passara Wongthai: Department of Microbiology, Thailand
Putt Narongdej: Department of Microbiology, Thailand
Ketsara Khamsaen: Department of Microbiology, Thailand
Phattarawadee Nilphet: Department of Microbiology, Thailand
Sudaluck Thunyaharn: Faculty of Allied Health Sciences, Thailand
Anchali Thongaime: Faculty of Education, Thailand
Pongthorn Narongroeknawin: Department of Microbiology, Thailand
Nitchatorn Sungsirin: Department of Microbiology, Thailand
Veerachai Watanaveeradej: Department of Microbiology, Thailand

Advances in Online Education: A Peer-Reviewed Journal, 2025, vol. 4, issue 1, 88-105

Abstract: The COVID-19 pandemic disrupted global education systems, necessitating rapid adaptation to virtual learning modalities. In medical education, this situation triggered innovation in teaching strategies, including the implementation of digital and blended learning. Case-Based Learning (CBL), known for fostering clinical reasoning and critical thinking, has proven particularly effective in preclinical settings. At Phramongkutklao College of Medicine, a refined approach — Laboratory Integrated Case-Based Learning (LI-CBL) — was developed to integrate clinical case analysis with laboratory diagnostics, particularly for the Infectious diseases course (Microbiology section). This study aimed to evaluate and compare the academic performance and satisfaction of medical students participating in virtual LI-CBL and face-to-face LI-CBL sessions between 2021 and 2024. A cross-sectional, comparative study was conducted over four academic years (2021–2024) among third-year preclinical students enrolled in the Infectious Diseases course. In 2021, students participated in a fully virtual LI-CBL format, while face-to-face sessions resumed from 2022 to 2024. LI-CBL consisted of three structured phases: case study, laboratory diagnosis; and case summary. Learning outcomes were measured using pre- and post-test constructed-response questions (CRQs), and satisfaction was assessed via a ten-item Likert scale questionnaire. Data were analysed using paired t-tests and one-way ANOVA (p

Keywords: Laboratory Integrated Case-Based Learning (LI-CBL); virtual LI-CBL; face-to-face LI-CBL; constructed-response questions (CRQs); Likert scale (search for similar items in EconPapers)
JEL-codes: A2 I2 (search for similar items in EconPapers)
Date: 2025
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