Exploring the use of a digital visual collaboration platform in pediatric clinical teaching: medical students’ experiences and perceptions—cross-sectional study

Background Digital visual collaboration tools are increasingly used in clinical education to promote engagement, reasoning, and interactive learning. Miro, a digital workspace, supports student-centered, case-based learning. This study aimed to assess medical students’ satisfaction, perceptions, and experiences with Miro during a pediatric clinical module. Methods A cross-sectional survey was conducted among fifth-year medical students at the Faculty of Medicine, University of Tabuk. Miro was implemented as a learning approach in small-group pediatric case-based sessions. The self-administered questionnaire included 29 items across six domains: perception of the learning method, satisfaction with the learning experience, experience with Miro as a tool, cognitive reasoning and analytical processes, self-directed learning, and perceived challenges. Descriptive and comparative analyses were performed, including gender-based comparisons using Mann–Whitney U and chi-square tests. Results A total of 136 students (76 females, 60 males) participated. Overall, students reported positive perceptions and satisfaction with Miro, with mean scores exceeding 4.0 on most items. The highest-rated statements were “The contents and composition of the topic were suitable to the students’ level” (mean = 3.93 ± 1.00) and “I was able to learn how to build a hypothesis about the case scenario” (mean = 3.86 ± 0.90). Most students rated analytical and reasoning tasks as reasonable in difficulty. Gender analysis revealed significant differences in perceived barriers and educational value: males reported higher perceived engagement, whereas females more often cited vague goals and limited resources. Conclusion Miro was positively perceived by students as a visual learning platform in pediatric clinical modules. While students of all genders found it beneficial, gender-based disparities in experience and perceived challenges underscore the need for inclusive instructional strategies and targeted support to optimize digital learning environments.