ArticleMedical science educator2026
Subbing in: Associations Between Screen-Based Clinical Substitutions and Pediatric Clerkship Performance Outcomes.
Article in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
4 authors.
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Abstract
Background: Clinical experiences foster medical students' clinical reasoning and professional identity. When real patient encounters are not available, students often utilize screen-based simulation. While screen-based substitutions can be a comparable alternative (Meyer et al. Acad Psychiatry 47:181-186, 2023; Patel et al. Cureus 16:e54541, 2024), there is less clarity regarding frequency and type of experiences students substitute with simulation and how this relates to clinical competencies. Objective: This retrospective study seeks to quantify the trends of screen-based substitutions among pediatric clerkship students and investigate associations between substitutions and performance outcomes. Methods: Data were collected from the Uniformed Services University, Department of Pediatrics archival records (2018-2023) of students ( Results: Students substituted a mean of 0.79 (SD = 1.08) out of the 12 required clinical experiences. Conclusion: Increased use of substitutions since 2020 raises concerns about limitations in students' exposure to core clinical experiences. However, the minimal association between substitutions and performance outcomes suggests screen-based substitutions are still a reasonable alternative. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-026-02651-5.
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