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Bornkamm et al.1 compared a blended approach of teaching the neurologic examination to a traditional approach within a cohort of 163 fourth-year medical students in a German medical school and found that skill acquisition was better in the blended learning group, based on OSCE scores. They conclude that the blended learning approach for teaching the neurologic examination is effective and reduces faculty teaching time.
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Author disclosures are available upon request (journal{at}neurology.org).
- © 2022 American Academy of Neurology
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