Introduction
Clinical Records (CR) are fundamental to keeping track of patients’ conditions, transmitting essential information among healthcare professionals working on a team and from a legal point of view [In the last few years, online resources opened up many innovative possibilities for teaching, with distance and blended lessons, whether delivered synchronously or asynchronously, becoming increasingly frequent in healthcare professional degree courses [Regarding the difference between these two teaching methods, several studies concluded that the educational and assessment scores reached by students (when it comes to different topic knowledge) were similar for both groups, and there was no evidence that the asynchronous online delivery of the module content disadvantaged one group over the other [Regarding the production of CRs, there is no evidence of the best e-learning way to teach this skill, whether synchronously or asynchronously. Furthermore, no studies explored students’ experiences of attending CR-related courses online. Thus, this study investigated the differences in the quality of the production of CR among speech therapy students and their experience after following an asynchronous e-learning course compared to a synchronous one through a multi-method randomised controlled trial.