Abstract
<title>Abstract</title> <p> Background The COVID-19 pandemic accelerated the development of digitally supported educational approaches in medical education, including medical interview training. Although blended learning has demonstrated educational benefits in medical education, its value in medical interview training compared with traditional face-to-face learning remains unclear. This study aimed to evaluate the feasibility and educational effectiveness of blended learning compared with traditional face-to-face learning in medical interview training. Methods We conducted an open-label, parallel-group pilot randomized controlled trial involving fifth- and sixth-year medical students between May 2023 and December 2024. Participants were randomly assigned to blended learning or traditional face-to-face learning and completed three mock medical interviews. In the blended learning group, the first two interviews were conducted online and the third face-to-face, whereas all interviews in the traditional learning group were conducted face-to-face. After completion of the interviews, participants completed a 24-item questionnaire derived from two Dundee Ready Educational Environment Measure subscales (Perceptions of Learning and Perceptions of Atmosphere). The primary outcome was the total questionnaire score. Secondary outcomes included scores for each questionnaire domain and post-intervention self-assessment scores for six clinical competencies. Results The study was terminated early because of slow recruitment and funding constraints. From May 8, 2023, to December 2, 2024, 197 medical students were screened, and 26 were randomized to blended learning (n = 13) or traditional face-to-face learning (n = 13). Of these, 25 students underwent the assigned learning program. Among the 23 participants included in the primary analysis, the mean (SD) total questionnaire score was 76.7 (7.9) in the blended learning group and 75.0 (9.4) in the traditional learning group ( <italic>P</italic> = .63). No significant differences were observed in questionnaire domain scores or post-intervention self-assessment scores for six clinical competencies between groups. Conclusions Blended learning did not result in significant differences in learner-reported educational outcomes compared with traditional face-to-face learning in medical interview training. Rather than replacing traditional face-to-face learning, blended learning may serve as a complementary educational approach for medical interview training. Trial Registration: The trial was registered with the University Hospital Medical Information Network Clinical Trials Registry on March 6, 2023 (UMIN000050489). </p>