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Teaching Medical Students to Reason like Skilled Physicians.
Carl Wieman1, Argenta Price2, Candice Jeehae Kim3
1Physics Department and Graduate School of Education, Stanford University, Stanford, CA 94305, USA.
Gastrointestinal Endoscopy Clinics of North America
|June 29, 2026
Summary
This study introduces a clinical reasoning course for medical students. The course uses authentic cases and iterative feedback to enhance diagnostic and treatment decision-making skills.
Area of Science:
- Medical Education
- Clinical Reasoning
- Healthcare Decision-Making
Background:
- Medical diagnosis and treatment rely on knowledge and experience to navigate limited information.
- Effective clinical decision-making is a critical skill for medical professionals.
- Current medical education needs methods to effectively teach complex diagnostic reasoning.
Purpose of the Study:
- To develop and implement a required clinical reasoning course for medical students.
- To enhance students' ability to make sound medical decisions with incomplete data.
- To integrate principles of guided practice and feedback into medical training.
Main Methods:
- Development of a clinical reasoning course based on iterative practice and feedback.
- Students engage with authentic clinical cases containing extraneous and incomplete information.
- Learning occurs through individual work, small group collaboration, and instructor feedback.
Main Results:
- The course design facilitates the development of essential clinical reasoning skills.
- Students practice decision-making in simulated, yet realistic, clinical scenarios.
- Iterative feedback guides students toward improved diagnostic and treatment planning.
Conclusions:
- A structured clinical reasoning course can effectively train medical students in decision-making.
- The integration of authentic cases and guided feedback is crucial for skill development.
- This approach prepares students for the complexities of real-world medical practice.
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