Evaluation of the Effectiveness of an Interactive Module in Enhancing Clinical Reasoning Skills in Second-Year Medical Students

Background: Effective clinical reasoning is essential in medical education, yet traditional didactic methods often promote passive learning and may not foster higher-order cognitive skills. Interactive e-learning modules offer an active, self-directed approach that can enhance experiential learning and clinical reasoning. Objective: To evaluate the effectiveness of an interactive module in enhancing clinical reasoning and explore its impact on student engagement among second-year medical students. Methods: A prospective, non-comparative interventional mixed-method study was conducted at the American University of Antigua College of Medicine. Two hundred third-semester students participated in an interactive, multimedia-based module on the clinical approach to arthritis, developed using iSpring Suite 11. Pre- and post-module quizzes assessed knowledge gains. Student perceptions were evaluated using a validated feedback questionnaire and focus group discussions. Quantitative data were analyzed using paired t-tests, and qualitative data were assessed using thematic analysis. Results: A total of 162 students out of 200 completed both quizzes. Post-module scores improved significantly (mean: 64.5 to 73.2; p < .001). Over 75% of students agreed that the module enhanced clinical reasoning, knowledge retention, and understanding of diagnostic gaps. Thematic analysis revealed appreciation for the active learning design, structured format, and self-paced delivery, which supported deeper reflection and clinical application. Conclusion: The interactive module significantly improved clinical reasoning and student engagement. Incorporating such tools in early medical education may bridge the gap between theoretical knowledge and clinical practice through active, learner-centered strategies. Clinical Trial Registration Not applicable.