Accepted for/Published in: JMIR Medical Education
Date Submitted: May 7, 2025
Date Accepted: Jun 11, 2026
Synchronous Remote Teaching for Neurological Examination Training in Fifth-Year Medical Students: A Quasi-Experimental Study
ABSTRACT
Background:
The use of remote teaching for medical education has increased since the COVID-19 pandemic. However, the effectiveness of synchronous remote teaching on neurological examinations has not been investigated.
Objective:
To assess the effectiveness of synchronous remote teaching versus traditional in-person teaching for training medical students in neurological examination skills.
Methods:
A total of 110 participants were enrolled in this quasi-experimental study between August 2022 and April 2024 and divided into synchronous remote teaching (n=46) and in-person (n=64) groups. The participants completed pre- and post-tests to evaluate knowledge, and an objective structured clinical examination (OSCE) to assess reflex testing skills. The study design incorporated self-regulated learning theory and the technology acceptance model. Data analysis included t-tests, Mann-Whitney U tests, and correlational analyses.
Results:
The synchronous remote teaching group had significantly higher post-test knowledge scores (p=0.01) and OSCE improvements comparable to the in-person group. Subgroup analysis identified a positive correlation between learning motivation and OSCE improvement in the synchronous remote teaching group, emphasizing the role of self-regulated learning. Active instructor feedback during synchronous remote teaching may have contributed to these results.
Conclusions:
This study demonstrates that synchronous remote teaching is a viable alternative to in-person teaching for training medical students in neurological examination skills. Future studies should explore strategies to enhance self-regulated learning and assess long-term skill retention.
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