Learning Clinical Reasoning in Forensic Medicine: A Scoping Review

Area of Science:

• Forensic Medicine Education
• Clinical Reasoning Development
• Medical Pedagogy

Background:

• Limited understanding of effective clinical reasoning instruction in forensic medicine.
• Need for a comprehensive overview of current teaching methodologies.

Purpose of the Study:

• To systematically review and synthesize existing literature on teaching clinical reasoning in forensic medicine.
• To identify effective pedagogical strategies and challenges in this field.

Main Methods:

• Scoping review methodology adhering to PRISMA extension guidelines.
• Systematic literature search identifying 40 relevant studies from an initial pool of 98 articles.

Main Results:

• Case-based learning (CBL) enhances critical thinking in forensic chemistry and medicine.
• Simulation-based learning (SBL), including virtual reality, improves practical skills for crime scene investigation.
• Problem-based learning (PBL) fosters critical thinking and teamwork in areas like forensic speech science.
• Cognitive biases are a persistent challenge, necessitating debiasing strategies and clinical reasoning theories in training.

Conclusions:

• Heterogeneity in assessment and outcomes limits definitive conclusions on specific strategies.
• A blended approach combining CBL, SBL, and PBL offers a comprehensive curriculum for diverse forensic science learners.
• Incorporating debiasing techniques and theoretical frameworks is recommended for enhanced forensic science training programs.