Impact of Learner Autonomy on the Performance in Voluntary Online Cardiac Auscultation Courses: Prospective Self-Controlled Study

In this voluntary online clinical skills course, showing up consistently, engaging during class, and reviewing after class-practical expressions of learner autonomy-were key correlates of short-term performance. These behaviors may be encouraged through simple, feasible course designs such as clear expectation setting, periodic interactive prompts, and structured review opportunities, which warrant prospective evaluation in future studies.