Comparison Between Face-to-Face and Remote Education Based on Academic Performance and Student Satisfaction in a Medical School

Background This study aimed to compare the academic performance of medical students undertaking face-to-face and remote education and their satisfaction with these modes before and after the COVID-19 pandemic. Methods A comparative cross-sectional study was conducted on first-year medical students at Dankook University College of Medicine (n = 212). We assigned them to one of these three groups: pre-pandemic (2018–2019, face-to-face, n = 73), pandemic (2020–2021, remote, n = 72), or post-pandemic (2022–2023, face-to-face, n = 67). We compared their academic performance across 14 school courses and the National Comprehensive Basic Medical Examination. Class satisfaction was also assessed for these courses during each COVID-19 period using aggregated data. Regression analyses compared performance by period and class type, adjusting for age, sex, high school type, admission type, and whether one retook/left the class. Results Performance improved significantly during the pandemic compared to the pre-pandemic period (β = 4.57, P  < 0.0001) but not in the post-pandemic period. Overall, academic performance was better in remote education than in face-to-face education (β = 3.61, P  = 0.0002). Scores on the National Comprehensive Basic Medical Examination did not differ by period or class type. Student satisfaction varied by course type. During the pandemic, satisfaction was higher in courses that did not require laboratory work and where instructors remained consistent. Conclusions Remote education was shown to be a viable alternative to face-to-face education for first-year students of basic medical sciences. However, diverse and well-designed online platforms may be necessary to improve student satisfaction, particularly in courses involving laboratory work.