In the past decade, the learning method was based on traditional lecture. This tool was passive and teacher-centered learning. In the last few years, the learning methods have been changed into intentional engagement and active learning pedagogies. This study was conducted to compare learning outcome and student’s satisfaction in web-based learning and traditional lecture.

Web-based learning and traditional lecture were used in teaching “Electrolyte disturbance” for 4th and 5th year medical students. Before attending class, all students had pretest examination and then received study guides. In lecture group, the students were taught by using the powerpoint. In web-based learning group, the students were divided into small groups and were assigned to self study from website and youtube. All small groups received case-based scenarios to get the discussion and made consensus of answers with their group before attending class. In the class session of web-based learning group, each small group presented group’s answers and discussed with other groups and teacher. After discussion, the teacher summarized the core topic and made the feedback. After cessation of class, all students had posttest examination and completed the questionnaires to evaluate the satisfaction. 

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