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Integrated e-Learning for Shoulder Anatomy and Clinical Examination Skills in First-Year Medical Students: Randomized

Roland Koch1, Lena Gassner1, Navina Gerlach1

  • 1Institute for General Practice and Interprofessional Care, University Hospital Tübingen, Osianderstr. 5, Tübingen, 72076, Germany, 49 1758065961.

JMIR Medical Education
|September 17, 2025
PubMed
Summary

Integrated blended learning significantly improved first-year medical students' shoulder examination skills compared to traditional methods. This approach effectively teaches anatomy, professionalism, and clinical techniques.

Keywords:
blended learningclinical examinationfunctional anatomyintegrated learningrandomized controlled trialundergraduate medical education

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Area of Science:

  • Medical Education
  • Anatomy and Physiology
  • Clinical Skills Training

Background:

  • Applying functional anatomy to clinical examination is challenging for physicians.
  • Anatomy teaching is shifting towards function-oriented approaches and e-learning.
  • Evidence on integrated e-learning for professionalism, clinical technique, and anatomy is limited.

Purpose of the Study:

  • To investigate the impact of an integrated blended learning course on first-year medical students' shoulder examination abilities.
  • To assess the effectiveness of a novel teaching method combining anatomy, clinical skills, and professionalism.

Main Methods:

  • A randomized, observer-blinded controlled trial was conducted with first-year medical students.
  • The intervention group received a blended learning course integrating clinical examination, anatomy, and professional behavior with peer-assisted practice and flipped seminars.
  • The control group received an online lecture with self-study; both groups' shoulder examinations were video-recorded and scored by blinded raters.

Main Results:

  • The intervention group achieved a significantly higher mean score (34.71) compared to the control group (29.43) (P<.001).
  • The difference in means was 5.3 points, indicating a statistically significant improvement in examination skills.
  • Seventeen intervention and 14 control students completed the 3-week study.

Conclusions:

  • Integrated blended learning is an effective approach for teaching anatomy, professional behavior, and clinical examination skills.
  • This method proved more effective for first-year medical students than traditional online lectures and self-study.
  • The findings support the integration of multiple learning modalities for enhanced clinical competency development.