Medical students undergo extensive clinical training to become competent doctors. In the early phase of the medical curriculum (years 1 and 2), anatomy and physiology practicals offer medical students the opportunity to develop clinical data interpretation skills. This is facilitated through in-person practical teaching sessions and Virtual Learning Environment (VLE) asynchronous interactive pre-sessional materials. This study explores if there is a correlation between second-year students’ engagement with the VLE asynchronous pre-sessional content and their performance in the data interpretation exam. Learner Engagement Analytics (LEA) was conducted to identify engagement markers for the asynchronous pre-sessional materials of the second-year medical curriculum and to formulate an engagement score. The findings indicate a correlation (Pearson’s coefficient = 0.32) between students’ engagement with the asynchronous content and their performance in the
data interpretation exam.