Mixed method evaluation of a novel seminar format for a PBL-based integrated curriculum.

Medical students in the early preclinical years may find the depth of knowledge demanded for basic and clinical sciences challenging. Self-directed learning however necessitates identifying the depth of knowledge required. While multimedia depiction of the sciences may enhance learning, they are not tailored to the learning objectives for any given year curriculum. This study explored students' experiences of a modified seminar format learning called "nCuSP". It encapsulated a flexible blended learning experience using digital technology, and provided specific content to meet learning objectives. A mixed methodology was used. The first quantitative phase measured participants' experiences of nCuSP and usual seminars. The second qualitative phase used focus group discussions to probe participants' learning experiences. There were 356 responses from first- and second-year students. Their consensus was that the nCuSP format led to improved overall learning (80.1% vs. 19.9%). When contrasted with usual seminars, nCuSP led to better understanding of key concepts (67.550 Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-026-02708-5.