Digital teaching of clinical skills improves medical trainees' assessment outcomes compared with other formats, with a pooled mean difference of 1.93¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
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Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Meta-analysis of included trials shows digital clinical skills teaching favours assessment outcomes with a mean difference of 1.93 (95% CI 1.22 to 2.64). → McGee RG 2024
Evidence¶
McGee RG 2024¶
McGee RG, Wark S, Mwangi F, Drovandi A, Alele F, Malau-Aduli BS, The ACHIEVE Collaboration. (2024). Digital learning of clinical skills and its impact on medical students’ academic performance: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-024-06471-2
q3 · i? · quant-synthesis · r2
Systematic review with Mantel-Haenszel random-effects meta-analysis in Review Manager 5 of studies comparing digital tools for clinical skills teaching. The pooled estimate favours digital teaching: "a mean difference increase of 1.93 (95% CI 1.22 to 2.64)". No standardised effect size is printed.
"There was a beneficial effect of digital learning tools on assessment outcomes, with meta-analysis showing a mean difference increase of 1.93 (95% CI 1.22 to 2.64), albeit with a high amount of statistical heterogeneity I2 97%, P < 0.001."
Discussion¶
Related Claims¶
- Both video-based tools and interactive modules show beneficial effects on assessment outcomes, with interactive modules showing the larger pooled mean difference — a narrower finding that bears on this claim
- Virtual patients more effectively improve skills than traditional education (pooled SMD=0.90) — related
- AI-powered PBL/CBL shows favourable but heterogeneous effects on clinical reasoning capability that could not be statistically pooled — related
- GenAI significantly improves academic writing scores for both clinical medicine and nursing students — related
- All three ECE modalities show significant positive effects, with real clinical interactions showing the largest pooled effect — related
- The SCL model improves skill scores compared to LBL in medical education — related
- Virtual patients are as effective as traditional education for knowledge outcomes (pooled SMD=0.11) — related
- Flipped classrooms are associated with higher theoretical knowledge scores than lecture-based teaching in medical education (pooled SMD = 1.26), with very high heterogeneity — related
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