Learner-related factors are the most frequently identified barriers to effective remediation of clinical reasoning skill deficits¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the included literature, learner-related factors (insufficient baseline knowledge, psychological distress, burnout, resistance to feedback) were most frequently identified as significant barriers, ahead of faculty-related and institutional factors. → Philip SJ 2026

Evidence¶

Philip SJ 2026¶

Philip SJ, Cholifatul UF, Felicia CC, Nooreen A. (2026). Strategies for remediating clinical reasoning skill deficits in underperforming residents: a scoping review. J Educ Eval Health Prof. https://doi.org/10.3352/jeehp.2026.23.3

q2 · i? · review · r2

Narrative synthesis across the included studies in Theme 4. The review attributes this to the learner being the primary agent of change and lists challenges such as "insufficient baseline clinical knowledge, psychological distress, burnout, and resistance to feedback." Frequencies are descriptive; no effect size is printed.

"Among these, learner-related factors are most frequently identified as significant barriers to effective remediation of clinical reasoning skill deficits [28-30,37]."

Discussion¶

Related Claims¶

• Errors in clinical reasoning arise from 4 primary areas: inadequate knowledge, flawed data gathering, faulty data processing, or impaired metacognition — related
• Integrating examination-based and non-examination-based assessments is the most effective strategy for identifying weaknesses in clinical reasoning skills — related
• In a program combining coaching, deliberate practice, formative feedback, and enhanced supervision, 55% of residents and fellows with primary clinical reasoning deficits graduated in good standing — related