Online delivery was reported to enhance geographical access, enable flexible student-led learning, and increase teaching efficiency¶

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

Subclaims¶

q2 i? Included studies reported online delivery enhanced geographical access, enabled flexible and student-led learning, and increased efficiency of teaching resources or processes. → 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

q2 · i? · review · r3

The review's content analysis of facilitatory features, aggregating statements from multiple included studies; it reports online delivery "enabled flexible and student-led learning" and increased efficiency. Attributed to the cited primary studies, not independently tested in the review.

"Online delivery enhanced geographical access [32–42], enabled flexible and student-led learning [32, 33, 36, 40, 43–46], and increased efficiency of teaching resources or processes [41, 47–50]."

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
• Content analysis identified four facilitatory features of technology-based teaching: delivery mode, multimedia design, clinical skill practice, and interaction or feedback — a broader claim this one bears on
• ChatGPT use in STEAM IBL is reported to improve teaching efficiency, student engagement, and flexible instructional design — related
• Technology can remove geographical barriers and allow rural and external students to engage in WIL activities — related