Branching-logic, scenario-based modules may enhance learner engagement, autonomy and knowledge acquisition in medical ethics education, even without altering core content. This approach is feasible with widely available tools, scalable across institutions and adaptable to resource-limited contexts. Learner feedback supports the potential value of blended approaches combining independent exploration of such modules with real-time discussion. This design holds promise for ethics and other areas requiring critical thinking and decision-making.
Krick et al. (Fri,) studied this question.