JMIR Publications

ABSTRACT

Background:

Medical semiology constitutes a foundational component of early clinical training, requiring students to integrate theoretical knowledge, clinical observation skills, and initial diagnostic reasoning. During the early stages of medical education, limited exposure to real clinical settings often challenges students’ ability to coherently integrate semiological information, potentially affecting confidence and engagement. Digital interactive learning resources have increasingly been incorporated into medical education to support early clinical learning; however, evidence remains limited regarding learners’ experiences with such tools, particularly when used to support clinical reasoning in semiology and analyzed through integrative pedagogical frameworks.

Objective:

This study aimed to explore students’ and the instructor’s perceptions regarding the pedagogical integration of an interactive H5P-based video for teaching medical semiology, examining perceived learning value, pedagogical coherence, facilitators, and barriers to its integration using the Technological Pedagogical Content Knowledge (TPACK) framework.

Methods:

An exploratory qualitative study with a phenomenological–interpretative approach was conducted at a Chilean medical school as part of the RAÍCES 2 educational innovation project. An interactive H5P video based on a progressive nephro-urological clinical case was implemented as an asynchronous self-study activity within the Semiology II course. Data were generated through two student focus groups (n=11) and one in-depth interview with the course instructor. Audio-recorded sessions were transcribed verbatim and analyzed using a combined deductive–inductive reflexive thematic analysis. Deductive coding was guided by the TPACK framework and predefined analytical axes, while inductive analysis allowed for the emergence of additional themes. Methodological rigor was ensured following COREQ guidelines.

Results:

Five interrelated themes were identified. Participants described the interactive video as promoting active and situated learning, supporting early clinical reasoning within a safe and motivating environment. Immediate feedback and controlled progression were perceived as facilitating self-regulated learning and reinforcing pedagogical coherence with assessment practices. The resource was associated with increased motivation, emotional engagement, and perceived self-efficacy. From a technological perspective, usability was positively evaluated, with only minor operational barriers reported. Both students and the instructor highlighted the potential for curricular transfer and educational innovation, while the instructor also identified tensions related to assessing complex clinical competencies within existing technological constraints.

Conclusions:

An interactive H5P-based video was perceived as a pedagogically valuable strategy for supporting early clinical learning in medical semiology. When coherently aligned with disciplinary content and instructional design, such resources may enhance engagement, motivation, and perceived learning. The TPACK framework provided a useful lens for understanding the integration of technology, pedagogy, and content in authentic educational contexts. Further research is warranted to explore longitudinal learning outcomes and to inform sustainable curricular integration of interactive digital tools in early medical training.