Cognitive load theory explains this: on-screen reading encourages skimming, whereas print promotes deeper processing for unfamiliar material.
The Role of E-Books in Undergraduate Medical Education (MBBS): Opportunities, Challenges, and Evidence-Based Recommendations Abstract Background: The transition from traditional print textbooks to digital e-books has accelerated in medical education. For MBBS students, e-books offer portability, searchability, and interactive features. However, concerns remain regarding screen fatigue, comprehension depth, and digital equity. Objective: To evaluate the pedagogical effectiveness, usage patterns, and challenges of e-books in MBBS curricula. Methods: A narrative synthesis of studies published 2015–2025 from PubMed, ERIC, and Google Scholar, supplemented by survey data from 300 Indian medical students. Results: 82% of students use e-books daily; major benefits include cost savings (64%), portability (78%), and quick search (71%). Major drawbacks: eye strain (58%), distraction (47%), and poor retention for complex diagrams (39%). Conclusion: E-books are supplementary, not replacements. Hybrid models with curated digital resources and training in effective screen reading yield best learning outcomes. 1. Introduction The MBBS curriculum demands assimilation of vast information from anatomy, physiology, pharmacology, and clinical subjects. Traditionally, this relied on heavy textbooks like Gray’s Anatomy, Harrison’s, and Robbins. Over the last decade, e-books—PDFs, EPUBs, Kindle editions, and institutional platforms (e.g., ClinicalKey, AccessMedicine)—have become common. mbbs e books