ArticleMedical science educator2024
Learning Clinical Reasoning in Forensic Medicine: A Scoping Review.
Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Integrating rain classroom with case-based learning in teaching dental hard tissue non-carious diseases: a comparative study.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: This scoping review aimed to explore the existing literature on teaching clinical reasoning in the field of forensic medicine. Methods: The scoping review was conducted following the PRISMA extension for scoping reviews. Results: The initial search yielded a total of 98 articles, of which 40 studies met the inclusion criteria. Case-based learning enhances critical thinking, particularly in forensic domains like chemistry and medicine. Simulation-based learning, using tools such as virtual reality, improves practical skills, crucial in crime scene investigation. Problem-based learning fosters critical thinking and teamwork, proving successful in crime scene investigation and forensic speech science. Addressing persistent challenges like cognitive biases, the study recommends incorporating debiasing strategies and clinical reasoning theories into forensic science training programs. Conclusion: The heterogeneity of assessment methods and educational outcomes limits the ability to draw definitive conclusions regarding the effectiveness of specific teaching strategies. Integrating a combination of the three methods can create a comprehensive and effective curriculum, catering to diverse learning preferences in forensic science education.
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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.