ReviewJournal of medical education and curricular development
Cognitive Simulation Using Mental Rehearsal for Procedural Learning in Medical Students: A Narrative Review.
Review in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Trial
- Is mental training suitable for teaching a surgical procedure to students? A single-center study using a hernia model.Hernia : the journal of hernias and abdominal wall surgery · 2025Trial
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
Mental rehearsal, defined as the deliberate cognitive rehearsal of tasks without action, is an emerging approach to procedural skills learning in healthcare education. In particular, mental rehearsal has been associated with durable improvement of complex skills in various fields such as aviation, high performance sports and surgery. Despite this, mental rehearsal-based practices in healthcare are challenged with mainly informal and highly heterogeneous practice. Given this, the efficacy of mental rehearsal in medical education remains poorly characterised. Furthermore, there is currently no evidence-based approach to integrating mental rehearsal in the medical curriculum, nor frameworks to guide development of mental rehearsal skills for students. This narrative review explores mental rehearsal in medical education and evaluates the current principles of mental rehearsal and how these can be applied to improve procedural skills learning for medical students.
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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.