Trial reportAdvances in health sciences education : theory and practice2025
The effect of self-reflection on the outcomes of online clinical skills training: a comparative study.
Trial report in Advances in health sciences education : theory and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Online learning is integral to pre- and post-licensure training across health and allied health disciplines. This randomized controlled study examined the impact of incorporating self-reflection prompts into an online clinical skills training module. A total of 88 health and social science students were randomly assigned to either a control group (N = 44) or an experimental group (N = 44). Both groups completed a brief, asynchronous online training module adapted from the Triple P - Positive Parenting Program, featuring a recorded lecture on clinical consultation skills. The experimental group received additional self-reflection prompts and completed written reflections, while the control group completed the training without reflective exercises. Participants in both groups completed pre- and post-training self-assessment surveys measuring knowledge, self-efficacy, and confidence, alongside a simulated client interview assessed using a standardized competency checklist for interpersonal and procedural skills. Results showed that participants in the experimental group demonstrated significantly greater improvements in knowledge acquisition, interpersonal skills, and procedural performance compared to the control group. These findings suggest that incorporating structured self-reflection activities in online training can enhance learning outcomes, promote deeper engagement, and improve self-awareness and clinical competence.
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Registered trials
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