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

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