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Related Concept Videos

Reasoning01:30

Reasoning

Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
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Related Experiment Video

Updated: May 26, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Cultivating Reasoning Through Example-Based Or Self-explanation-based Teaching (CREST)?

Chee Chew Yip1,2,3, Zheng Xian Thng1,2,4, Francine Peilin Yang4,5

  • 1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.

Medical Science Educator
|May 25, 2026
PubMed
Summary
This summary is machine-generated.

Example-Based Teaching (EBT) improved early clinical reasoning in novice medical students more effectively than Self-Explanation (SE). EBT optimized cognitive load, suggesting benefits for foundational medical education.

Keywords:
Cognitive load theoryExample-Based teachingSelf-Explanation

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Last Updated: May 26, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Published on: May 14, 2019

Area of Science:

  • Medical Education
  • Cognitive Science
  • Ophthalmology Training

Background:

  • Example-Based Teaching (EBT) leverages expert modeling for diagnostic reasoning, aligning with Cognitive Load Theory.
  • Self-Explanation (SE) requires learners to independently rationalize clinical findings.
  • This study investigated whether EBT is superior to SE for novice clinical reasoning acquisition by optimizing cognitive load.

Purpose of the Study:

  • To compare the effectiveness of EBT versus SE in teaching clinical reasoning skills to novice medical students.
  • To evaluate the impact of EBT and SE on cognitive load during the learning process.
  • To determine the optimal teaching strategy for foundational clinical reasoning in medical education.

Main Methods:

  • Twenty-seven second-year medical students without prior ophthalmology knowledge were randomized into EBT or SE groups.
  • Participants learned retinal diseases using their assigned method after foundational eye training.
  • Clinical reasoning was assessed on days 10 and 40, with cognitive load measured via a validated questionnaire.

Main Results:

  • At day 10, the EBT group demonstrated significantly higher clinical reasoning scores (p=0.047) and germane cognitive load (p=0.016) compared to the SE group.
  • No significant differences in clinical reasoning scores were observed between the groups at day 40.
  • The cognitive load questionnaire exhibited high validity (CVI > 0.9) and reliability (ω > 0.8).

Conclusions:

  • Example-Based Teaching (EBT) is more effective than Self-Explanation (SE) for the initial acquisition of clinical reasoning skills in novices.
  • The increased germane cognitive load associated with EBT suggests enhanced schema formation, beneficial for foundational medical education.
  • Further research with larger sample sizes is warranted to validate these findings.