Content analysis identified four facilitatory features of technology-based teaching: delivery mode, multimedia design, clinical skill practice, and interaction or feedback¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Inductive content analysis across all 48 studies identified facilitating features relating to online versus blended delivery, multimedia, clinical experience or practice, and interaction with peers or educators. → Bower K 2026

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

q3 · i? · review · r2

Qualitative content analysis with an inductive approach applied to verbatim statements extracted from all 48 included studies; the review reports that "All studies identified facilitating features" of the learning approach or strategies. Findings are descriptive, not effect-size based.

"All studies identified facilitating features of the learning approach (online versus blended) or strategies (including multi-media, clinical experience or practice, and interaction with peers or educators)."

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
• Online delivery was reported to enhance geographical access, enable flexible student-led learning, and increase teaching efficiency — a narrower finding that bears on this claim
• Multimedia design was a frequently reported facilitator, and one study found e-modules with more sophisticated visual and interactive features led to stronger learning outcomes — a narrower finding that bears on this claim
• Simulation Based Education Improves Outcomes — a broader claim this one bears on
• Lack of physical interaction between students, peers, and educators was reported as a disadvantage of digital learning, and blended approaches were identified as a possible solution — related