ArticleBMC medical education2024
Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study.
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 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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
6 citing papers in PubMed.
- Web-Based Virtual Environment Versus Face-To-Face Delivery for Team-Based Learning of Anesthesia Techniques Among Undergraduate Medical Students: Randomized Controlled Trial.JMIR medical education · 2026Trial
- Approaches to Continuing Professional Development in Dental Traumatology-A Qualitative Study of General Dentists' Experiences.Dental traumatology : official publication of International Association for Dental Traumatology · 2026Article
- The Influence of Communication Modality on the "Saying-Is-Believing" Effect.Behavioral sciences (Basel, Switzerland) · 2025Article
- Success4Life Youth Empowerment Pilot for Promoting Well-Being in University Students: A Qualitative Study.Cureus · 2024Article
- Association Between Pre-Hospital e-Education via QR Code and Hospital Stay in Inguinal Hernia Patients Undergoing General Anaesthesia: A Retrospective Study.Journal of multidisciplinary healthcare · 2024Article
- Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students.
methodsThe participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool.
resultsFrom the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges'g = 0.51, 95%CI 0.27-0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16-0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges'g = 0.09, 95%CI - 0.03 to 0.45).
conclusionsThe results show that online communication education with video materials and active exercises is as effective in improving students' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication.
trial registrationNot Applicable.
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