Comparative Analysis of Perceived Learning Effectiveness Between Online and Face-to-Face Internships of BS Medical Technology Students

Archiles Briones Tolentino

clinical skills, face-to-face internship, learning effectiveness, online internship, professional preparedness, BS Medical Technology

The study aimed to compare the perceived learning effectiveness of online and face-to-face internships among BS Medical Technology students at the World Citi College A quantitative-comparative research design was employed, with a total of 210 respondents from two distinct internship batches: 60 students from the Academic Year 2020–2021 who underwent online internships, and 150 students from the Academic Year 2023–2024 who completed face-to-face internships. Data were collected using a structured survey questionnaire measuring knowledge acquisition, skills development, problem-solving, critical thinking, communication, and professional preparedness. Descriptive statistics were used to present demographic profiles and perceived effectiveness, while independent samples t-tests determined significant differences between the two groups. Results revealed that face-to-face internship students consistently reported higher mean scores across all indicators of learning effectiveness compared to online interns. Statistically significant differences were observed in knowledge acquisition, skills development, problem-solving, critical thinking, communication, and professional preparedness, indicating that traditional internships provide more comprehensive experiential learning. While online internships ensured continuity of training during pandemic-related restrictions, they were limited in offering hands-on practice and direct mentorship. These findings highlight the importance of maintaining face-to-face internships as a core component of medical technology education while considering online modalities as supplemental tools to support theoretical learning. The study suggests that hybrid internship models may optimize both accessibility and practical skill development for future healthcare professionals.

Received: 23 Jul 2025, Received in revised form: 19 Aug 2025, Accepted: 24 Aug 2025, Available online: 29 Aug 2025

10.22161/ijaers.128.4