Self-directed learning digital tool versus tutorials under the guidance of an educator: Randomized trial

Area of Science:

• Medical Education
• Surgical Training
• Digital Learning Tools

Background:

• Self-directed learning digital tools promote autonomous skill acquisition in medical students.
• Evaluating novel digital educational interventions is crucial for modern medical training.

Purpose of the Study:

• To compare the efficacy of a self-directed learning digital tool versus traditional educator-guided tutorials for non-traumatic abdominal emergencies.
• To assess skill acquisition in second-year medical students using a randomized controlled trial.

Main Methods:

• A randomized controlled trial compared a digital learning tool with traditional tutorials.
• Objective structured clinical examinations assessed skill acquisition.
• Statistical analyses included t-tests, Mann-Whitney U tests, and ROC curve analysis.
• Examiner agreement was assessed using kappa statistics and ANOVA.

Main Results:

• The self-directed learning digital tool group achieved significantly higher scores on skill assessments.
• The digital tool demonstrated strong discriminating power (Area Under Curve = 0.791, p=0.010).
• No significant differences were found between examiners.

Conclusions:

• The self-directed learning digital tool is an effective method for enhancing medical students' interpretation skills in non-traumatic abdominal emergencies.
• This digital approach offers a superior alternative to traditional tutorials for specific skill development.
• The findings support the integration of digital tools in medical curricula for autonomous learning.