Trial reportBMC medical education2025
Effectiveness of blended learning to improve medical students' communication skills: a randomized, controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Pilot of a blended learning model on medical students' communication skills in the context of digital innovations.BMC medical education · 2026Article
- A mobile-based educational tool for training medical students in emergency trauma management: development and pilot study.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study aimed to evaluate whether a blended learning course improves medical students' communication skills compared to a face-to-face only lecture.
methodsAfter completing a face-to-face lecture on communication skills, 2nd year medical students were gender-matched and randomized to either an intervention receiving an interactive video-based online learning module covering the content of the previous lecture and including a knowledge assessment or a control group only receiving a knowledge assessment. The primary endpoint was students' knowledge about communication techniques assessed by a predefined score from 0 to 100. Secondary outcomes included students' feedback and satisfaction on a scale from 0 to 5. Additionally, qualitative analysis of free-text responses to patient case vignettes was conducted.
resultsOne hundred sixty-four medical students were included in the final analysis (64% female). The intervention group had significantly higher knowledge (mean, SD points) (73.6 ± 10.7 versus 56.7 ± 15.3, adjusted difference 17.02, 95%CI 12.95 to 21.1, p < 0.001) and reported higher satisfaction (4.3 ± 0.9 versus 3.5 ± 1.0, difference 0.78, 95%CI 0.48 to 1.07, p < 0.001) compared to the control group. Qualitative analysis of free-text responses also revealed improvements in patient-centered communication techniques in the intervention group.
conclusionsBlended learning significantly enhances medical students' communication skills and satisfaction compared to traditional lecture-based learning and may thereby contribute to the development of future knowledge and practices to improve patient-centered care. CLINICAL TRIAL NUMBER: Not applicable.
Indexed as
Identifiers
What OpenQuestion holds
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.