Should We Teach Using Schemas? Evidence From A Randomised Trial

Students may use different diagnostic reasoning strategies to solve clinical problems. Schema-based reasoning is a process where key clinical features are used to include or exclude sets of diagnoses. In this randomized controlled study of schema-based instruction vs traditional instruction in 2nd year medical students in a cardiac physical diagnosis course, schema-based instruction improved retention of structured knowledge and diagnostic performance.—Sarang Kim, MD

Blissett S, Cavalcanti RB, Sibbald M., Should we teach using schemas? Evidence from a randomised trial. Med Educ. 2012 Aug;46(8):815-22.

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