SynthesisJournal of general internal medicine2021
Methods to Improve Diagnostic Reasoning in Undergraduate Medical Education in the Clinical Setting: a Systematic Review.
Synthesis in Journal of general internal medicine, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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
21 citing papers in PubMed, 2 syntheses or guidelines pooled it, 31 citations in OpenAlex.
- How and When Should Clinical Reasoning Be Taught in Undergraduate Medicine: A Systematic Review and Meta-Analyses.Perspectives on medical education · 2025Pooled it
- Strategies for developing pre-clinical medical students' clinical reasoning based on illness script formation: a systematic review.Korean journal of medical education · 2022Pooled it
- Trial
- From image to clinical judgment: a randomized near-peer teaching trial on systematic chest radiograph interpretation.BMC medical education · 2026Trial
- High-fidelity telesimulation to teach lactation skills to primary care residents, a cluster randomized educational trial.BMC medical education · 2025Trial
- Impact of the standardised patient teaching method on medical students' clinical reasoning competence: a systematic review protocol.BMJ open · 2026Article
- "Strong Opinions, Loosely Held": A Renewed Call for Error-driven Learning in Medical Education.Medical science educator · 2026Article
- Cultivating Reasoning Through Example-Based Or Self-explanation-based Teaching (CREST)?Medical science educator · 2026Article
- Integrating skin of colour into generalist dermatology education: A metacognitive framework.Journal of the colleges of medicine of South Africa · 2026Article
- Transforming surgical ward rounds: constructivist pedagogy, structured models, and intelligent technologies.Frontiers in medicine · 2026Review
- Facilitating clinical reasoning for medical students in clinical settings: a scoping review.Korean journal of medical education · 2025Article
- 10 tips for clinical educators in designing and delivering learning experiences to improve clinical reasoning for medical students.MedEdPublish (2016) · 2025Article
- Article
- Intervention skills - a neglected field of research in medical education and beyond.GMS journal for medical education · 2024Article
- Educators' perspectives of adopting virtual patient online learning tools to teach clinical reasoning in medical schools: a qualitative study.BMC medical education · 2023Article
- Framework and Schema are False Synonyms: Defining Terms to Improve Learning.Perspectives on medical education · 2023Article
- Scoping review: Diagnostic reasoning as a component of clinical reasoning in the U.S. primary care nurse practitioner education.Journal of advanced nursing · 2022Article
- Teaching of Clinical Reasoning Guided by Illness Script Theory.Arquivos brasileiros de cardiologia · 2022Article
- Comparison between residents with a 6-year medical program and a 7-year medical program in terms of objective structured clinical examination performance in postgraduate year training in Taiwan: a 2-group pre- and post-test non-synchronized study.Journal of educational evaluation for health professions · 2022Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn recent years, there have been numerous studies exploring different teaching methods for improving diagnostic reasoning in undergraduate medical students. This systematic review examines and summarizes the evidence for the effectiveness of these teaching methods during clinical training.
methodsPubMed, Embase, Scopus, and ERIC were searched. The inclusion criteria for the review consist of articles describing (1) methods to enhance diagnostic reasoning, (2) in a clinical setting (3) on medical students. Articles describing original research using qualitative, quantitative, or mixed study designs and published within the last 10 years (1 April 2009-2019) were included. Results were screened and evaluated for eligibility. Relevant data were then extracted from the studies that met the inclusion criteria.
resultsSixty-seven full-text articles were first identified. Seventeen articles were included in this review. There were 13 randomized controlled studies and four quasi-experimental studies. Of the randomized controlled studies, six discussed structured reflection, four self-explanation, and three prompts for generating differential diagnoses. Of the remaining four studies, two employed the SNAPPS DISCUSSION: The authors posit a framework to teach diagnostic reasoning in the clinical setting. The framework targets specific deficiencies in the students' reasoning process. There remains a lack of studies comparing the effectiveness of different methods. More comparative studies with standardized assessment and evaluation of long-term effectiveness of these methods are recommended.
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What OpenQuestion holds
Registered trials
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.