To better understand the impact of the different teaching methods utilized in this study, we clustered the questions of the assessment in various cognitive categories including memorization, understanding, and analysis. We found that the workshop cohort of students had better percentages of correct questions in every category than students assigned to the discussion or lecture groups. Particularly, we observed that hands-on experience provided by the workshop significantly enhanced students memorization. Interestingly, students having only a lecture showed a better understanding of the procedure than the discussion group. Furthermore, the majority of the students regardless of their cohort demonstrated lower percentage of correct answers to the analysis questions, suggesting that perhaps more efforts should be allocated by instructors to extensively explain the interpretation of the diagnostic test results to students. Likewise, the fact that only half of the students in the lecture group answered correctly the analysis questions indicates that involvement of students in active learning and practical experiences are necessary for mastering diagnostic techniques. Nonetheless, it is important to describe several limitations in implementing hands-on training sessions into medical school curricula. For example, multiple instructors are usually needed to keep low student to teacher ratio, particularly in medium to large size medical schools to maximize student learning. In this regard, complications such as scheduling difficulties and additional preparation time may arise due to other instructors’ professional responsibilities, whether they are researchers, administrators, or teachers of several courses . This is a major challenge in medical education given that some teachers may opt-out of participating in project-based or hands-on learning because of the extra time and preparation required to set those lessons up.