High-quality medical documentation is essential for delivering effective patient care, as precise and complete records help minimize medical errors and promote greater patient safety. Because medical records are central to healthcare delivery, robust training in documentation practices is indispensable. Consequently, this study was undertaken to develop and assess a web-based educational program on medical record documentation, aimed primarily at medical students in Iran (West Azerbaijan Province, Urmia), with potential for straightforward adaptation to similar settings. This quasi-experimental investigation took place in 2023 and was structured around three core phases: pre-intervention, intervention, and post-intervention. During the initial phase, researchers designed an online questionnaire to measure knowledge, attitudes, and performance, which was then incorporated into the web-based learning platform. In the intervention phase, researchers developed and provided multimedia digital materials to participants for two months. In the final phase, the identical online questionnaire was re-administered. The sample consisted of 114 medical students from Urmia University of Medical Sciences. Of these participants (61 externs and 53 interns), 53.4% were male, and 46.6% were female. All data were processed using SPSS version 16. After the intervention, mean knowledge scores rose from 76.50 to 86.30, attitude scores increased from 79.33 to 85, and performance scores improved from 74.92 to 81.40. Statistical testing confirmed that the web-based training produced significant positive effects on students’ knowledge, attitudes, and performance in documentation (P < 0.05). This study demonstrates that web-based learning supported by multimedia content can substantially enhance medical students’ knowledge, attitudes, and performance in medical record documentation. While the favorable results highlight the value of the program’s design features, additional research is necessary to firmly establish causality. Further investigations in this domain are advisable. Overall, adopting such instructional strategies appears vital for cultivating strong documentation competencies among the next generation of healthcare professionals. This work may also stimulate new educational approaches and encourage targeted research in adjacent fields involving intricate documentation processes.
