Abstract
The use of digital patient cases (eCases) is associated with student-perceived improvements in learning. However, novel instructional tools must demonstrate measurable student benefits to justify ongoing use. This research sought to identify the impact of digital patient cases (eCases) on student performance in a PharmD cardiovascular course. Optional eCases for hypertension (HTN), venous thromboembolism (VTE), and acute heart failure (AHF) were incorporated into the course. Performance on the exams and course overall was compared between student cohorts based on eCase use. Aggregated data were analyzed by year. Additional analysis was performed for scores on exam items related to eCase content. From 2020 to 2022, a total of 322/562 students (57.3%) used any eCase. While there were no differences in 2020 and 2021, eCase users in 2022 had significantly higher course (83.6% vs. 79.7%, p = 0.002) and final exam scores (75.0% vs. 67.7%, p < 0.001) compared with non-users. VTE eCase users had higher scores on VTE exam items compared to non-users, but only in 2021. AHF eCase users received higher scores on AHF exam items compared to non-users in 2021 and 2022. Among certain cohorts, student eCase use was associated with improved performance, and the use of certain eCases showed differences in content-specific performance. The eCase is a promising instructional tool that warrants further investigation to determine best design elements for maximal effectiveness.