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Learning-by-Concordance Approach in Health Professions Education: A Scoping Review.

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Learning by concordance (LbC) enhances clinical reasoning skills in healthcare professionals. This educational approach is perceived as engaging and beneficial for decision-making, with potential for broad application.

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Area of Science:

  • Medical Education
  • Clinical Reasoning
  • Healthcare Professional Development

Background:

  • Learning by concordance (LbC) is an educational strategy building on the script concordance test (SCT).
  • It aims to foster expertise and clinical reasoning (CR) in healthcare professionals.
  • This study maps the existing scientific literature on the LbC approach.

Purpose of the Study:

  • To conduct a scoping review of the literature on the Learning by concordance (LbC) approach.
  • To identify studies on the implementation and development of LbC in healthcare education.

Main Methods:

  • Scoping review following Arksey and O'Malley framework and PRISMA-ScR guidelines.
  • Systematic search across major databases (MEDLINE, Embase, CINAHL, Web of Science, Google Scholar) up to March 2025.
  • Inclusion of primary studies focusing on LbC for healthcare learners.

Main Results:

  • Twenty-eight studies were included, with 20 on implementation and 8 on development.
  • Most studies utilized mixed-methods research.
  • Learners find the LbC approach engaging and beneficial for decision-making, with five key elements identified for successful development.

Conclusions:

  • Learning by concordance (LbC) shows promise for enhancing decision-making in uncertain clinical situations.
  • Standardized frameworks for LbC development and evaluation could improve its effectiveness and reproducibility.
  • The approach has potential applicability across various disciplines and learning levels.