Online and interprofessional wound care courses increased students' subjective knowledge and were well accepted¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schlupeck et al.'s online case-based course and Bergendahl et al.'s interprofessional skills course both significantly increased students' subjective knowledge of wound care. → Reiter Manuel 2025 q2 i? Ma et al.'s online module produced significantly higher post-quiz scores, with every participant scoring higher after the module. → Reiter Manuel 2025 (2)

Evidence¶

Reiter Manuel 2025¶

Reiter Manuel, Busch Dorothee, Erfurt‐Berge Cornelia. (2025). Educational Interventions for Medical Students in Chronic Wound Care—A Scoping Review. International Wound Journal. https://doi.org/10.1111/iwj.70760

q2 · i? · review · r2

The review reports, from Schlupeck et al.'s voluntary 30–45-minute case-based online course for 323 medical students on venous leg ulcers, that subjective knowledge of ABI measurement and compression therapy "increased significantly after attending the course," with 86.1% finding it helpful.

"The subjective knowledge level for skills such as ABI Measurement and compression therapy increased significantly after attending the course. The course was very well accepted by the students with 86.1% finding the course helpful for their future as doctors. Students (69.4%) agreed that the online course was more educative than the traditional lecture"

Reiter Manuel 2025 (2)¶

Reiter Manuel, Busch Dorothee, Erfurt‐Berge Cornelia. (2025). Educational Interventions for Medical Students in Chronic Wound Care—A Scoping Review. International Wound Journal. https://doi.org/10.1111/iwj.70760

q2 · i? · review · r2

The review reports, from Ma et al.'s voluntary 30–60-minute online module with text, videos, charts and built-in quizzes for 33 medical and physician assistant students, that "every participant's post‐quiz scores were higher than pre‐test scores" and 99% found the course very or extremely useful.

"The pre‐ and post‐quiz analysis showed a significant higher average score after completing the online module. Throughout every participant's post‐quiz scores were higher than pre‐test scores. Participants have suggested that the course was very or extremely useful (total of 99%) for the learning experience."

Discussion¶

Related Claims¶

• A competency-based pressure ulcer curriculum improved competency scores across curriculum phases — related
• Interprofessional teams identified pressure ulcer risks better than individuals in a simulation study — related
• Only nine studies of educational interventions for chronic wound care targeting medical students were identified in a scoping review of six databases — related
• No study compared the effectiveness of different wound care educational approaches or against traditional lectures — related
• Included wound care educational interventions showed positive effects on students' wound care knowledge and clinical skills, mainly via self-assessment — a broader claim this one bears on
• An interactive workshop produced higher post-test knowledge scores than an e-learning course of equivalent content among nurses — related
• Education and training programmes increase knowledge and skills of skilled birth attendants in perineal anatomy, assessment and classification of perineal tears. — a narrower finding that bears on this claim