ArticleCureus2023
Enhancing History-Taking Skills in Medical Students: A Practical Guide.
Article in Cureus, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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.
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
5 citing papers in PubMed.
- A Medical Large Language Model-Based System Improves History-Taking Performance Among Medical Students.Cureus · 2026Article
- Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions.Korean journal of medical education · 2026Article
- Validating simulated patient programmes in Obstetrics and Gynaecology education: a mixed-method study on training effectiveness and stakeholder perceptions in the GCC.BMC medical education · 2025Article
- Dual Coaching of Medical Clerkship Students' History-Taking Skills by Volunteer Inpatients at the Bedside and Faculty Physicians on Zoom during the COVID-19 Pandemic [Letter].Advances in medical education and practice · 2024Article
- Dual Coaching of Medical Clerkship Students' History Taking Skills by Volunteer Inpatients at the Bedside and Faculty Physicians on Zoom During the COVID-19 Pandemic.Advances in medical education and practice · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
History-taking skills are an essential part of the medical school curriculum. However, from the author's experience and available literature, students consistently report a lack of confidence in their history-taking abilities, and as a result, feel underprepared for upcoming summative communication skills assessments. Therefore, as medical students at the University of Cambridge, we used evidence-based education to create a history-taking teaching programme that aimed to increase confidence and preparedness for communication skills exams. This article outlines 12 tips to be used when teaching history-taking skills to medical students. These tips were created using student feedback, personal experience, and wider literature on the topic. Creating and teaching an effective history-taking course can take significant effort and time. However, we hope this guide provides a starting framework that can be quickly applied to allow users to create effective history-taking skills courses for their students.
Indexed as
Identifiers
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.