ArticleBMC medical education2024
The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
17 citing papers in PubMed.
- The effect of an interactive game-based e-book with simulative clinical scenarios on the health literacy competency among medical students in Taiwan.BMC medical education · 2025Trial
- Digital Fatigue and Cognitive Load in E-Learning: Evidence From Nursing Students in Jordan.Nursing open · 2026Observational
- Implementing Night Float Systems for Nephrology Fellows: A National Survey of Nephrology Training Program Directors.Kidney medicine · 2026Article
- Extending Tanner's framework: the digital clinical judgment model for nursing education.BMC nursing · 2026Article
- Self-Reported Influence of Internal and External Resources and Class Attendance on Medical Students' Pre-Clerkship Performance.Medical science educator · 2026Article
- Article
- How are we preparing doctors for their roles as patient educators? Exploring undergraduate and postgraduate curricula in Canadian medical schools.Canadian medical education journal · 2026Article
- The impact of a brief online education intervention on the knowledge, attitudes and beliefs of qualified physiotherapists about chronic low back pain: Pre- and post-intervention survey.The South African journal of physiotherapy · 2026Article
- Sleep duration and food insecurity among minority urban college students: predictors of health and academic disparity.Frontiers in sleep · 2026Article
- Novel Asynchronous Emergency Medicine Sub-Internship Curriculum Utilizing Free Open Access Medical Education (FOAM).Journal of education & teaching in emergency medicine · 2025Article
- Enhancing IMRT/VMAT Competencies in LMICs globally within radiation physicists through remote training.Radiotherapy and oncology : journal of the European Society for Therapeutic Radiology and Oncology · 2025Article
- Exploring student perceptions of the Osmosis digital learning platform in undergraduate medical education and its influences on motivation and inclusivity.BMC medical education · 2025Article
- A cross-sectional needs assessment for a trauma-informed care curriculum for multidisciplinary healthcare providers.BMC health services research · 2025Article
- Mapping the Landscape: A Systematic Review of Technology Trends in Medical Education and Competency Development.Advances in medical education and practice · 2025Review
- Impact of microlearning on developing soft skills of university students across disciplines.Frontiers in psychology · 2025Article
- Optimizing learning and motor performance in highly trained youth football players: the role of time interval between synchronous and asynchronous sessions in a blended training model.Frontiers in sports and active living · 2025Article
- Success4Life Youth Empowerment Pilot for Promoting Well-Being in University Students: A Qualitative Study.Cureus · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundThe abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load.
methodsA total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format.
resultsIn this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0-5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005).
conclusionsBoth synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students' cognitive load when designing online curricula.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.