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Objective: To investigate if E-learning material improves the basal student knowledge level before attending the presential class of blindness prevention (BP) and if helps to fix this information one-month after the class. Methods: Fourth-year medical students were randomly assigned to have a presential class of BP (Traditional group = TG) or to have a presential class of BP plus an additional Elearning material (E-learning group = ELG). This material was e-mailed one week before the presential class. The students were submitted to a multiple-choice test (with three options each) with seven questions immediately before the presential class, immediately after the class, and one-month later. The three tests had the same questions; however, the answers options were distributed in different sequences. The primary outcome was immediate pretest score. The secondary outcomes were immediate posttest score and one-month posttest score. Results: Among the 120 fourth-year medical students, a random sample of 34 students was assigned to the TG and 34 students was assigned to the ELG. The two groups showed similar immediate posttest score (TG=6.8 and ELG=6.9; P<.754), but the differences at the immediate pretest score (TG=3.6 and ELG=4.7; P<.001), and at the one-month posttest score, were significant (TG=6.1 and ELG=6.8; P<.001). Conclusions: The pretest and the one-month posttest results suggested that the E-learning material acts as an effective complementary tool of the presential class of blindness prevention

E-learning as a complement to presential teaching of blindness prevention: a randomized clinical trial