ArticleCureus2026
Device Access, Gender, and Academic Year Influence E-Learning Patterns in Indian Medical Education.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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4 authors.
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Abstract
purposeE-learning patterns and resource utilization for learning different tasks and domains vary. As data on e-learning from the northeast part of India are scarce, understanding learner characteristics, device access, platform preferences, and e-learning behavior of undergraduate students from the region is essential to develop context-sensitive digital educational strategies.
methodsA cross-sectional questionnaire-based study was conducted among 176 Bachelor of Medicine and Bachelor of Surgery (MBBS) students at a tertiary care institute to investigate the pattern of device access, e-learning resources, benefits, and barriers. Associations between gender, MBBS phase, device ownership, and e-learning use were examined using chi-square tests and multivariate logistic regression to identify independent predictors.
resultsSmartphone ownership (161, 91.5%) and laptop ownership (82, 46.6%) were high. E-learning was broadly used for theory (168, 95.5%), practical skills (145, 82.4%), clinical cases (141, 80.1%), and assessments (94, 53.4%). YouTube videos were predominantly used for practical and surgical technique learning in 124 (70.5%) and 98 (55.7%), respectively. Awareness of the institutional learning management system (LMS) and National Programme on Technology Enhanced Learning (NPTEL) course attendance was low (22, 12.2%), while paid course attendance was substantial (107, 60.8%). Female students used e-learning significantly more for assessment, and senior MBBS students showed higher usage for clinical case learning and online assessments. Logistic regression revealed smartphone and laptop ownership and gender as significant predictors for engagement in assessment-related learning.
conclusionE-learning adoption among medical undergraduates is device-dependent, with gender and academic phase influencing domain-specific engagement. The preference for paid courses and multimedia and social media-based resources highlights the self-directed learning behavior of the students and the need for the promotion of institutional and free national platforms.
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