Evidence map›Paper›PMID 37402384›Full record

ArticleMedical teacher2024

Teaching medical students to apply deliberate reflection.

Josepha Kuhn, Silvia Mamede, Pieter van den Berg, Laura Zwaan, Gijs Elshout, Patrick Bindels, Tamara van Gog

Open access · hybridAbstract read
In one paragraph

Article in Medical teacher, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
1.5field-weighted citation impact, top 17% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 6 citations in OpenAlex.

  1. Trial
  2. Article
  3. Article
  4. Elephant in the Room: an Exercise in Clinical Reasoning.Journal of general internal medicine · 2024
    Article
  5. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 2 institutions in 1 country.

Josepha KuhnDepartment of General Practice, Erasmus Medical Centre, Rotterdam, The Netherlands.ORCID 0000-0003-1556-2957
Silvia MamedeInstitute of Medical Education Research Rotterdam, Erasmus Medical Centre, Rotterdam, The Netherlands.
Pieter van den BergDepartment of General Practice, Erasmus Medical Centre, Rotterdam, The Netherlands.
Laura ZwaanInstitute of Medical Education Research Rotterdam, Erasmus Medical Centre, Rotterdam, The Netherlands.
Gijs ElshoutDepartment of General Practice, Erasmus Medical Centre, Rotterdam, The Netherlands.
Patrick BindelsDepartment of General Practice, Erasmus Medical Centre, Rotterdam, The Netherlands.
Tamara van GogDepartment of Education, Utrecht University, Utrecht, The Netherlands.
Erasmus University Rotterdam · NLUtrecht University · NL

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purpose

methodOne-hundred-nineteen medical students solved cases either with deliberate-reflection or without instructions to reflect. One week later, all participants solved six cases, each with two equally likely diagnoses, but some symptoms in the case were associated with only one of the diagnoses (

resultsThe deliberate-reflection condition recalled more features for the

conclusionLearning deliberate reflection helped students engage in more reflective reasoning when solving future cases.

Indexed as

Students, MedicalClinical CompetenceDiagnostic ErrorsHumansLearningProblem SolvingTeachingDeliberate reflectiondiagnostic errordiagnostic reasoninglearning-by-teaching

Identifiers

PMID37402384
PMCPMC10841076
OpenAlexW4383065726

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.