Trial reportBMC medical education2026
Pedagogical impact of different levels of e-learning teaching during anesthesia residency: a randomized clinical trial.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07121400 (Pedagogical Impact of Different Levels of E-learning Teaching During Anesthesia Residency), which is not on this map. Not yet cited in PubMed.
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The trial behind it
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Pedagogical Impact of Different Levels of E-learning Teaching During Anesthesia Residency: a Randomized Clinical Trial
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Authors and funding
14 authors.
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No grant is acknowledged in the PubMed record.
Abstract
introductionE-learning is in expansion although its pedagogical performance has not been validated in the anesthesia residency. E-learning can be divided into passive e-learning; guided e-learning, interactive e-learning, and adaptive e-learning. The objective was to compare the impact of passive e-learning versus interactive e-learning on anesthesia residents' acquisition of theoretical knowledge and clinical reasoning. MATERIAL AND
methodsAnesthesia residents were randomized into a Passive E-learning group (Pass-EL group) and an Interactive E-learning group (Int-EL group). The Pass-EL group had documents sent by email and the Int-EL group had access to a pedagogical internet platform. A test composed of one clinical case, evaluating the clinical knowledge, and, 15 script concordance tests (SCT), evaluating the clinical reasoning, was conducted before and after e-learning. The outcome of the comparison was the means of the paired within-subject differences (delta) of clinical knowledge scores (pre-and post-test) between the two groups.
resultsFifty-four residents were randomized in this prospective multicentric study in Normandy, France. Twenty-eight in the Int-EL group and 26 in the Pass-EL group. The mean of the paired within-subject differences of theoretical clinical knowledge scores after versus before e-learning was significantly higher in the Int-EL group compared to the Pass-EL group (Int-EL group 8.5 [-1.0; 19.5] vs. Pass-EL group 5.4[-6.0; 21.5], mean delta score difference: 3.1 [0.1; 6.1], P = 0.045). There was no difference for SCT. Seven residents (25%) reached out to the mentor within the Int-EL group.
conclusionInteractive e-learning showed efficacy for theoretical clinical knowledge but did not improve clinical reasoning.
trial registrationwww.clinicaltrialsgov NCT07121400, registered 2025–08-13.
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