ArticleBMC medical education2026
Technology-based teaching to support health students' clinical skills in stroke recovery: a scoping review.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundRural stroke survivors face barriers to accessing rehabilitation, and the challenge is likely to grow as acute medical advances improve survival rates. Student-resourced services are used to support urban stroke rehabilitation, and there is growing interest in the use of technology-based teaching approaches to enable health student skill development. There is potential for technology-based student teaching techniques to support rural stroke rehabilitation capacity, but this is currently unexplored. This scoping review aimed to understand the characteristics of technology-based teaching techniques that support health students to develop clinical skills for stroke recovery.
methodsThe PRISMA-ScR approach guided a comprehensive search of five databases and grey literature. Studies were included if the participants were health students who engaged in technology-based teaching activities of less than 12 hours’ duration, addressing clinical skills relevant to stroke recovery. Studies from all geographical, clinical, and educational contexts were considered, irrespective of study design. Nine data elements were summarised descriptively, and content analysis was applied to describe facilitators of technology-based teaching, using an inductive approach.
resultsForty-eight studies were included in the review. Studies were predominantly published in the last 5 years (54%), were of lower methodological quality (69%), and featured medical (43%), physiotherapy (27%) or nursing students (27%) in educational (71%) - not clinical - settings. Features of technology-based approaches were identified as facilitators of teaching and learning: online or face-to-face delivery, engaging multimedia design, clinical skill practice and interaction or feedback. Only one paper demonstrated the use of technology-based teaching approaches in a rural, student-resourced stroke service.
conclusionThe identified facilitatory features can inform the design of a technology-based learning approach for student-resourced stroke rehabilitation, ensuring alignment with teaching and learning theories, defined student learning outcomes and the needs of stroke survivors. Implications for rural services are unclear. Research is warranted to explore the gap in technology-based learning for rural student-resourced stroke rehabilitation services.
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