Karyotype analysis is a core component of medical genetics education, yet many students find it challenging, particularly in large classes where opportunities for individualized feedback are limited. Digital tools may help address these constraints, but evidence on their use across different class sizes remains limited. This study examined the use of an interactive digital tool to support learning in karyotype analysis within undergraduate medical education. The study involved 252 first-year medical students who used an interactive digital tool integrated into the medical genetics curriculum and delivered asynchronously through the university’s virtual learning platform. Students completed structured online activities requiring the construction and interpretation of karyograms from real metaphase images. Data were collected using pre- and post-activity surveys assessing self-reported knowledge, diagnostic confidence, and perceptions of learning. Descriptive statistics and comparative analyses were used to examine changes over time and to explore differences between small and large teaching cohorts. Following the intervention, students reported improved clarity of key genetic concepts and increased confidence in identifying chromosomal abnormalities compared with pre-activity measures. Most participants also perceived the tool as useful for supporting their learning and reported high levels of engagement with the activity. Similar patterns were observed in both small and large cohorts, suggesting that the digital tool functioned comparably across different class sizes. The findings indicate that interactive digital tools can successfully support the acquisition of complex scientific domains, particularly in contexts characterized by large enrollments and limited access to laboratory-based instruction. Although conducted within medical genetics education, the study has broader relevance for higher education settings seeking scalable approaches to teaching conceptually demanding content. The results may inform educational policy and curriculum decisions related to the integration of digital resources in health professions education. Not applicable.
Barrio et al. (Tue,) studied this question.