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Related Experiment Video

Updated: Jul 17, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Synchronous Remote Teaching for Neurological Examination Training in Fifth-Year Medical Students: Quasi-Experimental

Chih-Shan Huang1,2,3, Kung-Pei Tang4, Ming-Shun Wu5,6

  • 1Department of Neurology, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan.

JMIR Medical Education
|July 15, 2026
PubMed
Summary

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Synchronous remote teaching modestly improved medical students' knowledge and tendon reflex skills, comparable to in-person instruction. Further research is needed to confirm long-term effectiveness and skill retention in remote medical education.

Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Remote Learning Technologies

Background:

  • The COVID-19 pandemic accelerated the adoption of remote teaching in medical education.
  • The efficacy of synchronous remote teaching for psychomotor skills like tendon reflex assessment is not well-established.

Purpose of the Study:

  • To compare the short-term effectiveness of synchronous remote teaching versus in-person teaching for medical students' tendon reflex examination skills.
  • To assess related neurological examination knowledge acquisition in both teaching modalities.

Main Methods:

  • A quasi-experimental study involving 110 fifth-year medical students.
  • Comparison between synchronous remote teaching (n=46) and in-person teaching (n=64) groups.
  • Assessment using pre/post knowledge tests and Objective Structured Clinical Examination (OSCE) for psychomotor skills.
Keywords:
medical educationneurological examinationquasi-experimental studyself-regulated learningsynchronous remote teachingtechnology acceptance

Related Experiment Videos

Last Updated: Jul 17, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Main Results:

  • Synchronous remote teaching group showed higher posttest knowledge scores (P=.01).
  • Both groups improved significantly in OSCE performance, with no significant between-group difference in skill improvement (P=.21).
  • Within the remote group, motivational beliefs correlated positively with skill gains (r=0.34, P=.04).

Conclusions:

  • Synchronous remote teaching yielded comparable short-term tendon reflex examination skills to in-person teaching.
  • Findings suggest remote learning can be effective for certain clinical skills but do not confirm long-term retention or superiority.
  • Further randomized, longitudinal studies are necessary to validate these findings and explore broader applications.