Methods
A multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0–32) and the groups’ scores were compared. The assessors and the statistician were blinded to students’ group assignment. Students’ experience was assessed through semi-structured interviews analysed with a reflexive thematic analysis.