Despite the fact that many researchers and teachers reported that distance education can be equated with traditional face-to-face form education, the question of analyzing the quality of knowledge gained in distance education is open. This study was conducted on the basis of the Department of Medical Cybernetics and Informatics named after S.A. Gasparyan of Russian National Research Medical University. N.I. Pirogov for the period from September 1, 2021 to March 14, 2023 and included results of answers of two variance of test on the same topic. The responses of students who missed the lectures were not included in the processing. For 556 students with distance education, the lesson was held remotely using https://meet.google.com and for 846 students the lesson was performed in face-to-face form education. Students' answers to test tasks were collected using the Google form https://docs.google.com/forms/…The data base statistical assessment and statistical description were made in Microsoft Excel 2010 and IBM SPSS Statistics programs version 23. In this study, it was shown that the results of the learned material assessment for distance education and traditional face-to-face form education are statistically significantly different (p<0.001). The topic studied in face-to-face format was assimilated by 0.85 points better (the difference was five percent of the correct answers received).
Keywords: Education at a medical university; assessment of learning; distance education; face-to-face form of education.