SynthesisPerspectives on medical education2025
How and When Should Clinical Reasoning Be Taught in Undergraduate Medicine: A Systematic Review and Meta-Analyses.
Synthesis in Perspectives on medical education, 2025. 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.
- Longitudinal Clinical Debrief in an Undergraduate Medical Programme.The clinical teacher · 2026Article
- Estimating Clinical Manifestations in Cell Biology Teaching is a Suitable Active Element for Teaching Beginning Medical Students.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Clinical reasoning is a critical aspect of clinical practice, though there is considerable variation regarding how and when to teach this skill. This systematic review and meta-analyses examined the effectiveness of interventions that explicitly taught clinical reasoning in undergraduate medical education and the optimal timing for introducing interventions. Methods: A systematic (PRISMA 2020) search of the SCOPUS, MEDLINE, CINAHL, PsycINFO, ERIC, and Informit databases was conducted from 1 January 2014 to 31 December 2024. The quality of studies was assessed using the Quality Assessment with Diverse Studies tool. Pooled estimates and 95% confidence intervals (CIs) were estimated using both random and fixed effects meta-analyses. Results: The final sample included 50 studies, of which 46 (92%) reported a measurable improvement. Small-group teaching generally achieved better outcomes, with technology and serious game innovations further improving them. Meta-analysis of six randomised control trials using a random effects model showed an overall significant result (MD 2.23; 95% CI: 0.67, 3.80; I Conclusions: The findings suggest that small-group activities, such as interactive online modules, may lay a foundation for early-year students, while skills-based workshops and serious games progressively refine and enhance clinical reasoning. Future research should focus on longitudinal outcomes and standardised assessment measures across diverse educational contexts.
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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.