Face-to-face learning enabled direct educator feedback and skill practice, and one online clinical tool showed less value in clinical placement than classroom use¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Included studies reported face-to-face learning enabled direct clinical educator feedback, clinical simulation, or skill practice. → Bower K 2026 q2 i? The 'Physiotherapy eSkills Training Online' tool demonstrated less value in a clinical placement versus a classroom environment, possibly because placement educators did not intentionally integrate the resource. → Bower K 2026 (2)

Evidence¶

Bower K 2026¶

Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7

q2 · i? · review · r3

Content-analysis finding from the review's synthesis of included studies; it reports "Face-to-face learning enabled direct clinical educator feedback" and skill practice, attributed to the cited primary studies.

"Face-to-face learning enabled direct clinical educator feedback [43, 54], clinical simulation, or skill practice [43, 55–58]."

Bower K 2026 (2)¶

Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7

q2 · i? · review · r3

The review reports, citing the included studies, that the online tool showed less value in placement than classroom use; the review offers the educators' lack of integration as a possible explanation, not a tested one.

"An online clinical learning tool, ‘Physiotherapy eSkills Training Online’, demonstrated less value in a clinical placement versus a classroom environment, possibly because clinical placement educators did not intentionally integrate the resource into the learning approach [46, 59]."

Discussion¶

Related Claims¶

• A scoping review identified 48 studies of technology-based teaching for health students' stroke clinical skills, most published recently and of lower methodological quality — a broader claim this one bears on
• VR tools enhance acquisition and retention of clinical and procedural skills but face barriers including cybersickness, limited tactile feedback and variable long-term skill transfer — related
• Learners valued safe, repeatable, nonjudgmental AI practice environments that reduced anxiety and bridged the theory-practice gap — related
• Two included studies allowed participants to act on feedback from an earlier simulation attempt, enabling a 'second go' — related
• Simulation Based Education Improves Outcomes — a broader claim this one bears on
• Most learner-facing studies of technology-enhanced simulation in laparoscopic training report favorable learner responses, mainly confidence, satisfaction, perceived safety and self-efficacy — related
• The closer training content is to authentic clinical scenarios, the smoother its translation into practice — related
• Simulation Based Education With Deliberate Practice Improves Clinical Outcomes — a broader claim this one bears on
• Non-traditional clinical placements (Recovery Camp) reduce stigma more than typical placements — related
• Integration of educational technology and digital tools enhances teaching and enables rapid feedback in virtual university environments — related