Digital clinical skills teaching produces higher student satisfaction and engagement across multiple modalities, despite mixed efficacy for skills¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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? Across digital modules, videos, web applications and virtual meeting platforms, students reported better engagement and satisfaction with digital clinical skills teaching. → 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 · r3
Narrative synthesis of satisfaction findings across the 27 included studies. The review reports "a consensus of better engagement and satisfaction levels" not specific to any one modality; no pooled satisfaction estimate was possible because unit-of-analysis issues precluded proportional meta-analysis.
"Despite mixed efficacy for improving clinical skills there was a consensus of better engagement and satisfaction levels with digital clinical skills teaching."
Discussion¶
Related Claims¶
- In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — related
- AI-powered simulations show short-term gains in communication confidence and structured knowledge in RCTs, with limited or inferior effects for tactile psychomotor skills — related
- Virtual patient simulations show mixed effects: improved diagnostic accuracy in one trial, no advantage over video teaching in another, and short-lived knowledge gains — related
- VR module matched a textbook on anatomy knowledge at pre-, post- and retention testing while being rated more engaging and motivating (Stepan et al.) — related
- AR and 2D methods boosted knowledge similarly, but the 3D AR method drew greater satisfaction and student preference (Lopez et al.) — related
- Software-based platforms generally improve examination scores, diagnostic accuracy, and decision-making performance — related
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by process:wiki-ingest on 2026-10-31 |
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