Pilot of a blended learning model on medical students’ communication skills in the context of digital innovations

Abstract Background Effective physician–patient communication is essential for high-quality medical care. However, digital transformation and the increasing use of tools based on artificial intelligence (AI) require new competencies that are not yet systematically integrated into medical curricula. Blended learning formats may offer a promising approach to addressing both patient-centered and technology-related communication skills. Methods In this pilot study, sixth- and eighth-semester medical students ( n = 6) participated in an NKLM-based blended learning elective course. The course combined H5P online modules on narrative and AI-related communication with face-to-face sessions involving standardized patients and structured feedback. A mixed-methods evaluation was conducted to assess feasibility and explore learning outcomes. This included a pre–post questionnaire assessing subjective competence gains and an objective structured clinical examination (OSCE) comparing intervention participants with a control group. Results The blended learning format was successfully implemented and completed by participating students. Pre–post analyses showed increases across all assessed domains, with larger absolute gains in competencies related to digital innovations than in narrative communication skills. In the OSCE, communication competencies were generally demonstrated across both groups, with the largest performance differences observed in AI-related counselling tasks and consultation closing. Conclusions This pilot study supports the feasibility and acceptability of the integrated blended learning course. Exploratory findings suggest potential benefits for both narrative and digital communication competencies, with the strongest gains observed in digital communication competencies. These findings highlight the need to integrate AI- and technology-related communication skills more systematically into medical curricula. Given the exploratory design and small sample size, results should be interpreted as hypothesis-generating.