Evidence on clinical reasoning teaching strategies is inconclusive, so no specific teaching strategy can currently be recommended¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Given limitations of current evidence — conceptual heterogeneity, methodological limitations, low precision, small samples — the review concludes no special teaching strategy or intervention can be recommended. → Delavari S 2024

Evidence¶

Delavari S 2024¶

Delavari S, Barzkar F, Rikers MJP, Pourahmadi M, Soltani Arabshahi SK, Keshtkar A, Dargahi H, Yaghmaei M, Monajemi A. (2024). Teaching and learning clinical reasoning skill in undergraduate medical students: A scoping review. PLOS ONE. https://doi.org/10.1371/journal.pone.0309606

q2 · i? · review · r2

The review's own synthesis conclusion, based on narrative synthesis of 54 studies most of which had ≤100 participants (median 72), considerable conceptual heterogeneity, and serious methodological limitations limiting pooled effect-size accuracy. No effect size is printed for this overall judgment.

"Given the limitations of current evidence, no special teaching strategy or intervention can be recommended."

Discussion¶

Related Claims¶

• Gamified flipped classroom/animation knowledge effects are inconclusive due to few studies and extreme heterogeneity — related
• Lack of long-term follow-up limits evidence on sustained effectiveness of active methodologies — a broader claim this one bears on
• Evidence for PBL effectiveness is rated low quality with considerable heterogeneity, attributed to instructor supervision, participant characteristics, and unstandardized assessment — related
• The effect of high-fidelity simulation on practising nurses' self-confidence is inconclusive, varying by study design — related