SynthesisThe clinical teacher2025
Educational Interventions to Develop and Enhance Clinical Documentation Skills in Health Professional Students: A Systematic Review.
Synthesis in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled 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.
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
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Educational Interventions to Develop and Enhance Clinical Documentation Skills in Health Professional Students: A Systematic Review.The clinical teacher · 2025Pooled it
- Impact of a research methodology course emphasizing critical appraisal skills on dental students' clinical decision-making self-efficacy: a single-arm educational intervention.BMC medical education · 2026Article
- 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
6 authors.
Funding
Abstract
backgroundClinical documentation is necessary for effective and safe healthcare practice. This paper systematically reviewed educational interventions aimed at developing entry-level health professional students' clinical documentation skills.
methodsA systematic search of electronic databases (PubMed, CINAHL, Embase and Cochrane) from January 2000 to May 2023 was performed, with additional forward and backward citation searching. Inclusion was limited to original manuscripts published in English from January 2000, reporting an experimental or quasi-experimental design and using objective performance-based measures. Quality appraisal was conducted using the Medical Education Research Study Quality Instrument (MERSQI), with narrative synthesis of results due to the heterogeneity of outcome measures.
resultsOf 5313 records identified, 29 studies were eligible for inclusion. The health professions represented were medicine, dentistry, nursing, pharmacy, psychology and veterinary science. Teaching methodologies included the following: didactic instruction; provision of templates, guidelines and/or examples; instructor-led group discussion; individual or group instructor feedback; near-peer or peer feedback; self-evaluation; writing practice activities; worked examples; and response-to-stimulus writing activities (written, video or live standardised patient cases). Research quality was low in MERSQI domains of 'study design' and 'validity of evaluation instruments'.
conclusionSeveral training methods appear valuable in developing student skills in clinical documentation; however, high-quality evaluation of documentation training interventions is lacking. Future research is recommended to compare existing methods of documentation training and to evaluate training in underexplored healthcare disciplines.
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.