No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study

We sought to confirm the hypothesis that tablet-based note-taking would lead to equivalent or better recall as compared to written note-taking. We allocated 68 students into longhand, laptop, or tablet note-taking groups, and they watched and took notes on a presentation on which they were assessed for factual and conceptual recall.