Trial reportBMJ open2019
Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial.
Trial report in BMJ open, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers, 3 of them syntheses that pooled it.
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
26 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- How and When Should Clinical Reasoning Be Taught in Undergraduate Medicine: A Systematic Review and Meta-Analyses.Perspectives on medical education · 2025Pooled it
- Full title: Video-based approaches in health education: a systematic review and meta-analysis.Scientific reports · 2024Pooled it
- Critical thinking pedagogical practices in medical education: a systematic review.Frontiers in medicine · 2024Pooled it
- Effectiveness of scaffolded case-based learning in anesthesiology residency training: a randomized controlled trial.BMC medical education · 2025Trial
- Effects on applying micro-film case-based learning model in pediatrics education.BMC medical education · 2020Trial
- Background characteristics and burnout of Japanese resident physicians who did and did not share voluntary clinical cases.Scientific reports · 2026Article
- Medical students' perceptions of the impact of case-based learning on engagement, cognitive skills, and communication.BMC medical education · 2026Article
- Evaluating Student Engagement and Effectiveness of the Scenario-Case Discussion Learning Model in Medical Microbiology Education.Advances in medical education and practice · 2026Article
- Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.Frontiers in medicine · 2026Article
- Thinking About the Why: A Qualitative Study on Students' Perspectives of Paediatric Team-Based Learning Discussions.The clinical teacher · 2025Article
- Does online case-based learning foster clinical reasoning skills? A mixed-methods study.Future healthcare journal · 2025Article
- Article
- The effect of case-based mobile virtual patient application on students' academic achievement in clinical reasoning skills.Medical education online · 2024Article
- Teaching and learning clinical reasoning skill in undergraduate medical students: A scoping review.PloS one · 2024Article
- Application value of multi-disciplinary collaborative diagnosis and treatment combined with CBL teaching model in gynecological oncology practice teaching.Frontiers in medicine · 2024Article
- Implementation of a Case Presentation Program for Clinical Nutrition Students.Frontiers in nutrition · 2022Article
- Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic.BMC medical education · 2021Article
- Improving Medical Education: A Narrative Review.Cureus · 2021Review
- Clinical Case Presentation and Discussion During ESO-ESMO Masterclass: a 10-Year Interactive Educational Experience.Journal of cancer education : the official journal of the American Association for Cancer Education · 2021Article
- A New Hybrid Concept, Combining Lectures and Case-Seminars, Resulted in Superior Ratings from Both Undergraduate Medical Students and Teachers.Advances in medical education and practice · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning. DESIGN, SETTING,
participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding their clinical reasoning skills right after CCD participation and 2 weeks later.
interventionParticipants worked within a live discussion group (Live-CCD), a group watching recordings of the live discussions (Video-CCD) or a group working with printed cases (Paper-Cases). The presentation of case information followed an admission-discussion-summary sequence. PRIMARY AND SECONDARY OUTCOME MEASURES: Clinical reasoning skills were measured with a knowledge application test addressing the students' conceptual, strategic and conditional knowledge. Additionally, subjective learning outcomes were assessed.
resultsWith respect to learning outcomes, the Live-CCD group displayed the best results, followed by Video-CCD and Paper-Cases, F(2,87)=27.07, p<0.001, partial η
conclusionsThis study demonstrates that the CCD approach is an effective and sustainable clinical reasoning teaching resource for medical students. Subjective learning outcomes underline the importance of learner (inter)activity in the acquisition of clinical reasoning skills in the context of case-based learning. Higher efficacy of more interactive formats can be attributed to positive effects of collaborative learning. Future research should investigate how the Live-CCD format can further be improved and how video-based CCDs can be enhanced through instructional support.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.