Effectiveness of blended learning to improve medical students’ communication skills: a randomized, controlled trial

• DOI: 10.1186/s12909-025-06938-w
• Publication Date: 2025-03-14T04:13:36Z
• Authors: Sebastian Gross; Kurt Wunderlich; Armon Arpagaus; Christoph Becker; Flavio Gössi; Benjamin Bissmann; Samuel K. Zumbrunn; Michael Wilde; Sabina Hunziker
• Keywords: Blended Learning; Text Messaging; Simulated patient

Abstract Background This study aimed to evaluate whether a blended learning course improves medical students’ communication skills compared face-to-face only lecture. Methods After completing lecture on skills, 2nd year students were gender-matched and randomized either an intervention receiving interactive video-based online module covering the content of previous including knowledge assessment or control group assessment. The primary endpoint was about techniques assessed by predefined score from 0 100. Secondary outcomes included feedback satisfaction scale 5. Additionally, qualitative analysis free-text responses patient case vignettes conducted. Results One hundred sixty-four in final (64% female). had significantly higher (mean, SD points) (73.6 ± 10.7 versus 56.7 15.3, adjusted difference 17.02, 95%CI 12.95 21.1, p < 0.001) reported (4.3 0.9 3.5 1.0, 0.78, 0.48 1.07, group. Qualitative also revealed improvements patient-centered Conclusions Blended enhances traditional lecture-based may thereby contribute development future practices improve care. Clinical trial number Not applicable.