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Therefore,\u00a0we investigated speech therapy students\u2019 differences in the quality production of CR at the placement and their experience after following asynchronous or synchronous e-learning courses.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0\u201332) and the groups\u2019 scores were compared. The assessors and the statistician were blinded to students\u2019 group assignment. Students\u2019 experience was assessed through semi-structured interviews analysed with a reflexive thematic analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>No score differences between the two groups were found (Cohen\u2019s d\u2009=\u20090.1; 95% Confidence Interval [-0.6; 0.7]). Four themes were generated: (1) \u2018Different Forms of Learning Interaction\u2019, as the synchronous group reported a positive experience with being fed back immediately by the lecturer, whereas the asynchronous group reported that pushing back the question time allows for reflecting more on the learning experience; (2) \u2018Different Ways to Manage the Time\u2019, as the synchronous group had to stick to the lecturer\u2019s schedule and the asynchronous group felt the possibility to manage its time; (3) \u2018To Be or Not To Be (Present)?\u2019 due to the different experiences of having (or not) the lecturer in front of them; (4) \u2018Inspiring Relationships With The Peers\u2019, where both groups preferred a peer-to-peer discussion instead of contacting the lecturer.<\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p>Asynchronous and synchronous e-learning courses appeared equally effective in teaching CR writing. However, students perceive and experience these methods differently. The choice or blend of these methods should be based on students\u2019 needs and preferences, teacher input, as well as organisational requirements rather than solely on students\u2019 attended performance.<\/jats:p><\/jats:sec>","DOI":"10.1186\/s12909-023-04528-2","type":"journal-article","created":{"date-parts":[[2023,8,18]],"date-time":"2023-08-18T14:05:45Z","timestamp":1692367545000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Clinical records after asynchronous and synchronous e-learning courses: a multi-method randomised controlled trial on students\u2019 performance and experience"],"prefix":"10.1186","volume":"23","author":[{"given":"Simone","family":"Battista","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Laura","family":"Furri","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Giorgia","family":"de Biagi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lucia","family":"Depedri","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Valeria","family":"Broggi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marco","family":"Testa","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2023,8,18]]},"reference":[{"key":"4528_CR1","doi-asserted-by":"publisher","first-page":"369","DOI":"10.1183\/20734735.018016","volume":"12","author":"A Mathioudakis","year":"2016","unstructured":"Mathioudakis A, Rousalova I, Gagnat AA, Saad N, Hardavella G. 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