E-learning modules to improve clinical reasoning and practice: a prospective comparative study.

Area of Science:

• Medical Education
• Digital Learning in Healthcare

Background:

• Debate persists regarding the impact of e-learning on clinical competence acquisition.
• Assessing the efficacy of digital versus traditional educational modalities is crucial for medical training.

Purpose of the Study:

• Compare e-learning with traditional education for medical students' clinical competence.
• Analyze factors influencing e-learning success and student satisfaction.
• Evaluate the impact on clinical reasoning and knowledge application.

Main Methods:

• Prospective study involving 299 fourth-year medical students across two pediatric clerkship cohorts.
• Comparison of outcomes between students utilizing e-learning modules and those attending traditional lectures.
• Assessment of clinical reasoning, knowledge application, exam scores, and satisfaction levels.

Main Results:

• No significant difference in clinical competence or reasoning between e-learning and traditional groups.
• Higher exam scores correlated with increased quiz participation and female gender.
• Students reported greater perceived learning and better objective explanation from e-learning, despite similar overall satisfaction.

Conclusions:

• E-learning can serve as a viable supplement or alternative to traditional medical education without diminishing teaching quality.
• Integration of e-learning into medical curricula is recommended, balancing benefits with the risk of overload, particularly in crisis scenarios.
• E-learning offers distinct advantages in perceived learning and objective clarity for medical students.