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Shared decision-making in medical education - a systematic review
Anna Sofie Kiel Ørom1, Peter Musaeus2
1Faculty of Health, Aarhus University.
Danish Medical Journal
|April 14, 2026
Summary
Active, experiential teaching methods effectively boost medical students' shared decision-making (SDM) skills, confidence, and attitudes. Further research needs validated, long-term studies to confirm optimal SDM training strategies.
Area of Science:
- Medical Education
- Healthcare Communication
- Clinical Skills Training
Background:
- Shared decision-making (SDM) is crucial for patient-centered care.
- Medical education needs effective strategies to teach SDM skills.
- Existing reviews lack synthesis of recent SDM educational interventions.
Purpose of the Study:
- To systematically review teaching strategies for medical students' SDM skills.
- To evaluate the impact of these strategies on learning and educational outcomes.
- To identify research gaps in SDM training.
Main Methods:
- Systematic search of PubMed, Scopus, and Embase for studies (2014-2025).
- Included 23 studies evaluating SDM educational interventions for medical students.
- Focused on studies reporting SDM-related outcomes.
Main Results:
- Varied teaching approaches included role-play, case discussions, and online modules.
- Experiential methods improved students' confidence, communication, and attitudes toward SDM.
- Most studies used self-reported data; few employed validated, performance-based tools or follow-up.
Conclusions:
- Active, experiential learning appears most effective for developing SDM competencies.
- Heterogeneity in outcome measures limits definitive conclusions.
- Future research should prioritize validated, performance-based, longitudinal studies for SDM training.
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