Do students learn more about physical examination of the shoulder if they attend a blended learning module compared to 'traditional' teaching methods?

INTERVENTION: Participants (preclinical medical students) will be randomly assigned to either blended‐learning (intervention group) or a face‐to‐face curriculum. The blended learning intervention comprises a 1.5‐h e‐learning module on professional posture and clinical examination as well as functional anatomy of the shoulder. Next, students in the intervention arm attend a 1.5‐h peer learning seminar in which they train examining their peers and give mutual feedback. Participants in the control arm will receive a 1.5 h lecture on shoulder anatomy combined with a patient demonstration by a GP. Next, students in the control arm are offered 1.5 h of free training where shoulder models are available. Intervention and control at T2 (T0+6 weeks) run parallel and will last 2 weeks in total. They are followed by a 2‐day formative exam at T3 (T0+ 8 weeks). For each participant, the exam takes about 25 minutes. In the exam, the effect of the intervention is measured. Participants are given questionnaires at allocation (T0) and after the exam (T4). The questionnaires take about 15 minutes to complete. The randomization is provided using an open‐source online randomization tool (RANDI). CONDITION: Effect of blended learning on a complex shoulder examination requiring professional posture, transfer of anatomical knowledge and clinical examination skills ; Not Applicable PRIMARY OUTCOME: Competency in professional posture, physical examination and anatomical knowledge measured as a combined score of maximum 45 points in an examination situation with an actor patient at T3 (8 weeks) SECONDARY OUTCOME: ; A newly developed and piloted questionnaire measures the following items at T0 and T4 and uses a pseudonym to measure pre‐post development in the following domains:; 1. Self‐assessed competency level in the three domains (professional posture, anatomical knowledge and clinical examination skills); 2. German inventory on attitudes and assessment of blended learning at T0 and T4; 3. Perceived stress questionnaire (PSYINDEX) at T0 and T4; 4. Technology affinity (ATI) at T0 only; 5. Sociodemographic characteristics at T0 only; 6. Attitudes to e‐learning and ways to improve the experience, assessed using focus groups with participants at T4; INCLUSION CRITERIA: All preclinical students aged >18 years enrolled at the Medical Faculty of the University of Tübingen