Promoting medical student's clinical reasoning during COVID-19 pandemic.

PURPOSE: The development of students' clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students' perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development. METHODS: The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis. RESULTS: There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component. CONCLUSION: Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.

vSim® gerontology and inquiry-based learning enhancing clinical reasoning and preparation for practice

Virtual simulation use is increasing in nursing curriculum as a supplementary learning tool to prepare for professional experience placement. This research explored student perspectives of vSim® Gerontology to address learning outcomes and support preparation for practice during the COVID-19 pandemic using a descriptive convergent mixed method approach. 169 students participated in the survey. The program provided an opportunity to engage and develop clinical reasoning skills and repeated use-built confidence for professional experience placement (PEP).

Validity of the 2-Minute-Step Test Administered Virtually

PURPOSE/HYPOTHESIS: The 2-minute-step test (2MST) is a face-to-face (F2F) measure used to clinically evaluate aerobic capacity in adults. With the onset of the COVID-19 pandemic, the need to assess cardiovascular health in a virtual environment became evident. The 2MST is amenable to being performed in a virtual environment due to low space requirements, simple instructions, and the ability to visually count step performance through a remote visual setup. The purpose of this study is to determine if there is a difference in performance on the 2MST when administered virtually compared with F2F. NUMBER OF SUBJECTS: 28 healthy adults aged 18-35 were recruited. Subjects were screened to determine eligibility and scheduled for a practice session in both test environments. Exclusion criterion included balance impairments, cardiopulmonary conditions, and pain/recent surgeries that would adversely impact stepping performance. MATERIALS AND METHODS: Subjects performed the 2MST virtually via Zoom platform and F2F on two separate days within 1 week of each other in a counterbalanced order. The primary outcome measure was total number of steps with the right leg to the marked height in both testing sessions. Heart rate was measured prior to performance and immediately upon test completion on both days. Group differences were analyzed using twotailed paired t-tests. RESULT(S): 25 adults (mean age = 24.0 years, 9males, 16 females) completed both sessions. Three subjects were not able to complete both tests and were excluded from analysis. There is no significant difference in mean number of steps performed F2F (M=108.6, SD=11.5) and virtual (M=109.2, SD=15.1);t(24)= .359, p = .7227. The average of the difference in steps between F2F and the virtual environment was <1 step (0.6). Change in heart rate (bpm) was not significantly different in the second test (M=50.4, SD=24.8) compared with the first test (M=46.7, SD=23.6) suggesting similar exertion in both test environments;t(23)=1.0288, p= .3143. CONCLUSION(S): Our findings indicate 2MST performance in healthy adults aged 18-35 is not significantly different when administered via Zoom compared with F2F. This suggests the 2MST may be an effective tool, if a visual virtual option such as Zoom or Facetime, is available when assessing aerobic capacity remotely. Limitations of the study include generalizability to other age groups is currently unknown and the ability of subjects to independently set up the test remotely was not assessed. As in all virtual assessments, clinical reasoning guides which patients are appropriate to perform outcome measures safely, if skilled assistance in not available. CLINICAL RELEVANCE: A valid tool to assess aerobic capacity in a virtual environment can improve patient care, improve access to physical activity interventions and improve health outcomes. Vulnerable populations, such as cancer survivors, who need virtual options for ongoing care will benefit from assessment tools that are adaptable and valid in virtual settings.

Incidental tomographic findings in patients with a Confirmed Diagnosis of COVID-19: An Observational Study

Objective: Describe incidental tomographic in the sample, correlating them with risk factors for chest diseases and sociodemographic data. Method(s): This is a retrospective and observational study covering 162 patients admitted to the COVID sector of the HU/UFJF, from April 1, 2020, to July 7, 2021, with a confirmed laboratory diagnosis of COVID-19. The variables were described in absolute and relative frequencies. The comparison of the correlation between the outcome variable (the tomographic findings) for independent samples was performed using Pearson's chi-square test (without correction) or Fisher's test when relevant. Result(s): Of the 162 patients, 15.4% had a solitary pulmonary nodule;14.8% had multiple pulmonary nodules;1.8%, lung mass;3.1%, mediastinal mass, and 9.3% had mediastinal adenomegaly. Findings such as excavations, pleural effusion, emphysema, PTE, pneumothorax, chronic interstitial disease, cavitation, aneurysms, and significant atheromatosis, classified in this study in the "Other" category showed impressive results, with an overall prevalence of 81.5%. This study demonstrated that 34% of patients had two or more types of incidental CT findings and that 88.3% of patients had at least some type of incidental CT finding. Conclusion(s): The pandemic of SARS-CoV-2 infections has brought a series of challenges and lessons learned to healthcare teams around the world. The massive implementation of highly sensitive diagnostic methods, such as chest tomography, ends up bringing an additional challenge, which is to deal with incidental findings, making good clinical reasoning necessary to avoid unnecessary investigations and not leave without diagnosis and treatment of diseases in early and asymptomatic stages.Copyright © 2023 Faculdade de Medicina de Ribeirao Preto - U.S.P.. All rights reserved.

[Effects of a Nursing Simulation Learning Module on Clinical Reasoning Competence, Clinical Competence, Performance Confidence, and Anxiety in COVID-19 Patient-Care for Nursing Students].

PURPOSE: This study aimed to develop a nursing simulation learning module for coronavirus disease 2019 (COVID-19) patient-care and examine its effects on clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient care for nursing students. METHODS: A non-equivalent control group pre- and post-test design was employed. The study participants included 47 nursing students (23 in the experimental group and 24 in the control group) from G City. A simulation learning module for COVID-19 patient-care was developed based on the Jeffries simulation model. The module consisted of a briefing, simulation practice, and debriefing. The effects of the simulation module were measured using clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient-care. Data were analyzed using χ²-test, Fisher's exact test, t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. RESULTS: The levels of clinical reasoning competence, clinical competence, and performance confidence of the experimental group were significantly higher than that of the control group, and the level of anxiety was significantly low after simulation learning. CONCLUSION: The nursing simulation learning module for COVID-19 patient-care is more effective than the traditional method in terms of improving students' clinical reasoning competence, clinical competence, and performance confidence, and reducing their anxiety. The module is expected to be useful for educational and clinical environments as an effective teaching and learning strategy to empower nursing competency and contribute to nursing education and clinical changes.

Impact of COVID-19 pandemic on the clinical reasoning of the physicians.

We report the case of a 65-year-old patient who was admitted during the COVID-19 pandemic to the intensive care unit for acute respiratory distress. Following a large meal the day before, she had recurrent episodes of vomiting, which were followed by intense retrosternal pain with progressively worsening dyspnea. The patient was admitted with initial suspicion of acute respiratory failure secondary to SARS-CoV-2 infection. However, after a careful anamnesis, the diagnosis of Boerhaave's syndrome was suggested. The aim of this article is to try to understand, through this clinical case of Boerhaave's syndrome, how this health crisis could influence the clinical reasoning of the physicians.Copyright © SRLF 2021.

Virtual simulated international placements as an innovation for internationalisation in undergraduate programs: a mixed methods study.

BACKGROUND: Inherent features in virtual simulation could be utilised to deliver collaborative global education that is inclusive, accessible, and valued by students and facilitators. The aim of this study was to evaluate the impact of the International Eyecare Community (IEC) platform's virtual simulated international placements (VSIP) in optometric education. METHODS: An international, multi-center, cross-sectional mixed methods study with Deakin University, Australia, and the Elite School of Optometry, India, was used to evaluate the impact of VSIP in the IEC using pre-existing deidentified data collected from teaching and learning activities within the optometry course curriculum. Data on students and facilitators perceptions of the VSIP were collected through deidentified transcripts from focus group discussions. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis. RESULTS: A total of 64 out of 167 student participants completed survey responses (39%) and 46 out of 167 (28%) completed self-reflective inventories. Focus groups with 6 student participants and 6 facilitator participants were recorded and analysed. Student participants reported the IEC was relevant (98% agreement) and motivated them to apply theoretical knowledge to a clinical context (97% agreement). The themes identified through qualitative analysis were: factors inherent to the virtual simulation that enabled learning through VSIP, the VSIP supported cognitive apprenticeship, VSIP enabled clinical learning for optometric education, VSIP' role in cross-cultural professional identity development in optometry students. CONCLUSION: The study found that the VSIP platform helped to motivate students to learn and improve their clinical skills. The VSIP was considered a potential supplement to physical clinical placements and could revolutionize global optometric education by offering co-learning across cultures.

Faculty perceptions of teaching clinical reasoning at the patient bedside

Nurse educators meet frequently in conference settings and peer groups seeking an answer to "How do you do clinical?". The purpose of this qualitative, phenomenological study was to explore faculty perceptions of clinical teaching experiences at the patient bedside at a level one or two associate's degree nursing program by faculty within the Virginia Community College System (VCCS) that teach a rural student population.Rural students struggle with work-life barriers that complicate their educational journey. This was compounded by the COVID-19 pandemic that presented new challenges to the way nursing education could be delivered creating a need for on line and blended learning environments. Many programs experienced a shutdown of clinical teaching facilities and were forced online. This new learning environment proved to be another educational challenge for rural healthcare communities. This study explored faculty perceptions with interview sessions addressing clinical teaching practice over the last five years at the patient bedside with eight nurse educators from VCCS rural community colleges. A literature review revealed gaps in the research;the utilization of a comprehensive clinical teaching model and an overall disagreement on any one "best" teaching method. Three research questions on the teaching of clinical reasoning, safe patient care outcomes, and the experiences of new teaching environments during the COVID -19 pandemic were developed. Following hermeneutic analysis, the primary themes of Collaborative Teaching Practices, Traditional Teaching Methods, and Pandemic Teaching emerged with secondary themes of Concept Based Curriculum and Blended Learning Environments. Academic nursing leaders and faculty should use this information to create a common clinical teaching model. Health care leaders should use this information to enhance bedside teaching practices to produce safe outcomes for patients in their care. Nursing educators should use this information to make strong clinical thinkers that will address the growing need for nurses in the United States in the wake of the most significant nursing shortage experienced in this profession. This hermeneutic phenomenology is the beginning of a much-needed change in clinical education. Nurse educators must develop critical reasoning skills in nurses that will care for an aging population using innovative methods for critical thought. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Peer Role-Play Simulation: A Valuable Alternative to Bedside Teaching During the COVID-19 Pandemic.

Purpose: The COVID-19 pandemic dramatically affected every aspect of life worldwide. Contact restrictions and social distancing during the epidemic has led to the suspension of bedside teaching (BST) and shifting to online didactic teaching and other methods of active learning. We implemented peer role-play simulation (PRPS) during the pandemic to compensate for the suspended BST. This study aims to explore the effectiveness of PRPS in developing the students' verbal communication, empathy and clinical reasoning skills compared to BST. Methods: This is a cross-sectional observational study conducted in Jazan University faculty of medicine with the study sample including all medical students enrolled in 5th and 6th year during the academic year 2020-21. Data collection involved using a web-based validated questionnaire. Results: Most of the students (84.1%) rated bedside teaching (BST) as extremely beneficial or beneficial in developing verbal communication skills compared to 73.3% for peer role-play simulation (PRPS). A similar pattern was found in empathy skills development with 84.1% for bedside compared to 72.2% for PRPS. The pattern is reversed with the development of clinical reasoning skills with 77.7% rating BST as beneficial or extremely beneficial compared to 81.2% for PRPS. Conclusion: Overall, peer role-play is generally a valuable and trustworthy method in the absence of bedside teaching for enhancing clinical reasoning skills of medical students during the COVID-19 pandemic from students' perspective. It is less efficient than bedside teaching in enhancing communication skills. It cannot wholly replace bedside teaching, although it can be used reliably for that purpose in exceptional circumstances when bedside teaching cannot be implemented.

Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum.

OBJECTIVES: Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums. METHODS: We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator. RESULTS: The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills. CONCLUSIONS: The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.

An innovation on clinical placement for occupational therapy mental health during the COVID-19: A mixed-methods feasibility study.

The COVID-19 pandemic altered the health profession's education. Educational activities were shifted to online, and clinical placements were compromised in certain countries. A mixed-methods study included 17 undergraduates undergoing a mental health placement. The first 3 weeks of clinical placement applied online case-based learning in written and in video format. The last 2 weeks involved hybrid remote and physical onsite clinical placement. SPICES model utilizing various active learning activities, case studies and client attendance, facilitator engagement, discussion and feedback were implemented. A self-administered System Usability Scale (SUS), e-learning preference level, focus group discussion, and reflective writing was conducted at the end of each week and the students' final marks were compared with the past cohort who attended conventional physical clinical placement. Two-way mixed ANOVA indicates no significant interaction was found on the SUS (p = 0.062, η p 2 = 0.062) and preference scores (p = 0.285, η p 2 = 0.079) according to week and practical site. There was no significant difference in the final mark among the online and onsite placement of the current cohort (p = 0.350, d = 0.47). The current cohort reported better marks than the previous cohort who attended conventional placement (p = 0.006, d = 0.99). Qualitative findings show positive responses where online activities have minimal restriction on the learning process. This innovative approach is acceptable for substituting conventional clinical learning during this restricted situation.

Virtual Clinics: A Student-Led, Problem-Based Learning Approach to Supplement Veterinary Clinical Experiences.

The COVID-19 pandemic created an abrupt need for effective remote clinical experiences for senior clinical veterinary students. Subsequently, the authors created virtual clinics. This activity was derived from a problem-based learning (PBL) model wherein students designed clinical cases and participated through virtual role play as clients and clinicians. The purpose of this article is to describe virtual clinics and to report data from focus groups of participating students and faculty facilitators from two institutions regarding the positive and negative aspects of the shift in practice. A few common emerging themes included that case rounds were fun and engaging, students could learn at their own pace, and peer-to-peer learning opportunities had perceived value. Themes are reflected against the pedagogical literature to draw out areas that resonated. Students felt this activity was more engaging than listening to a discussion of a case they had no ownership of, and facilitators agreed that the peer-to-peer interactions added to student engagement. Additionally, students developed a deeper knowledge about the underlying disease process and clinical presentation of their case, which required independent and self-directed learning, enabling students to think about a case from a client's perspective. By participating in these activities, students developed skills of classroom-to-clinic transitional value. While virtual clinics should not replace in-person clinical experiences, this activity might be useful to facilitate students' transition from a structured classroom setting to a less-structured clinical experience.

Using an experiential learning model to teach clinical reasoning theory and cognitive bias: an evaluation of a first-year medical student curriculum

BACKGROUND: Most medical students entering clerkships have limited understanding of clinical reasoning concepts. The value of teaching theories of clinical reasoning and cognitive biases to first-year medical students is unknown. This study aimed to evaluate the value of explicitly teaching clinical reasoning theory and cognitive bias to first-year medical students. METHODS: Using Kolb's experiential learning model, we introduced dual process theory, script theory, and cognitive biases in teaching clinical reasoning to first-year medical students at an academic medical center in New York City between January and June 2020. Due to the COVID-19 pandemic, instruction was transitioned to a distance learning format in March 2020. The curriculum included a series of written clinical reasoning examinations with facilitated small group discussions. Written self-assessments prompted each student to reflect on the experience, draw conclusions about their clinical reasoning, and plan for future encounters involving clinical reasoning. We evaluated the value of the curriculum using mixed-methods to analyze faculty assessments, student self-assessment questionnaires, and an end-of-curriculum anonymous questionnaire eliciting student feedback. RESULTS: Among 318 total examinations of 106 students, 254 (80%) had a complete problem representation, while 199 (63%) of problem representations were considered concise. The most common cognitive biases described by students in their clinical reasoning were anchoring bias, availability bias, and premature closure. Four major themes emerged as valuable outcomes of the CREs as identified by students: (1) synthesis of medical knowledge;(2) enhanced ability to generate differential diagnoses;(3) development of self-efficacy related to clinical reasoning;(4) raised awareness of personal cognitive biases. CONCLUSIONS: We found that explicitly teaching clinical reasoning theory and cognitive biases using an experiential learning model provides first-year medical students with valuable opportunities for developing knowledge, skills, and self-efficacy related to clinical reasoning.

The Fallacy of a Single Diagnosis.

BACKGROUND: Diagnostic reasoning requires clinicians to think through complex uncertainties. We tested the possibility of a bias toward an available single diagnosis in uncertain cases. DESIGN: We developed 5 different surveys providing a succinct description of a hypothetical individual patient scenaric. Each scenario was formulated in 2 versions randomized to participants, with the versions differing only in whether an alternative diagnosis was present or absent. The 5 scenarios were designed as separate tests of robustness using diverse cases, including a cautious scenario, a risky scenario, a sophisticated scenario, a validation scenario, and a comparative scenario (each survey containing only 1 version of 1 scenario). Participants included community members (n = 1104) and health care professionals (n = 200) who judged the chances of COVID infection in an individual patient. RESULTS: The first scenario described a cautious patient and found a 47% reduction in the estimated odds of COVID when a flu diagnosis was present compared with absent (odds ratio = 0.53, 95% confidence interval 0.30 to 0.94, P = 0.003). The second scenario described a less cautious patient and found a 70% reduction in the estimated odds of COVID in the presence of a flu diagnosis (odds ratio = 0.30, 95% confidence interval 0.13 to 0.70, P < 0.001). The third was a more sophisticated scenario presented to medical professionals and found a 73% reduction in the estimated odds of COVID in the presence of a mononucleosis diagnosis (odds ratio = 0.27, 95% confidence interval 0.10 to 0.75, P < 0.001). Two further scenarios-avoiding mention of population norms-replicated the results. LIMITATIONS: Brief hypothetical scenarios may overestimate the extent of bias in more complicated medical situations. CONCLUSIONS: These results demonstrate that an available simple diagnosis can lead individuals toward premature closure and a failure to fully consider additional severe diseases. HIGHLIGHTS: Occum's razor has been debated for centuries yet rarely subjected to experimental testing for evidence-based medicine.This article offers direct evidence that people favor an available simple diagnosis, thereby neglecting to consider additional serious diseases.The bias can lead individuals to mistakenly lower their judged likelihood of COVID or another disease when an alternate diagnosis is present.This misconception over the laws of probability appears in judgments by community members and by health care workers.The pitfall in reasoning extends to high-risk cases and is not easily attributed to information, incentives, or random chance.

[Tolerating uncertainty: Towards a competence-based approach]. / Faire de la tolérance à l'incertitude une compétence médicale.

Uncertainty in inherent to every aspects of medical practice. As the concept of uncertainty in healthcare is still to explore, deciphering the determinants and the roots of this uncertainty would benefit from the insights of various disciplines, such as epistemology, sociology, mathematics, or philosophy. The urgent need to improve physician's ability to cope with uncertainty, has been recently highlighted by the COVID-19 pandemic. Besides, the concept of uncertainty tolerance has been proposed, and could serve as a relevant basis for approaching uncertainty, in medical education. Thus, we propose at first to discuss the uncertainty tolerance framework from Hillen et al. Then, from an educational perspective, we outline some avenues regarding how uncertainty tolerance could be thought, in a competence-based approach, and discuss several educational activities, which have proven efficient in promoting uncertainty tolerance among medical practitioners abroad.

Learning Model to Achieve Clinical Reasoning Competency Using Technology-Enhanced Learning in Neurology Clinical Rotation: An Exploratory Study

The COVID-19 pandemic has necessitated major adaptations in learning activities related to developing clinical reasoning competencies in neurology clerkship. The application of technology in this context is promising, but there are also several limitations. This study explores a learning model for achieving clinical reasoning competency using technology-enhanced learning in neurology clinical rotation. The study used a case-study design and was conducted at the Faculty of Medicine of YARSI University and its two teaching hospitals. Data were collected by document analysis, three focus group discussions with eight medical students and 20 postgraduate medical students, and five in-depth interviews with five neurologists. All the transcribed data were analysed with thematic analysis using the Steps for Coding and Theorization (SCAT) approach. Two themes were revealed--contributing factors and learning strategies--and six factors were found to influence the learning model: the quantity and quality of teacher interactions, students' motivation and skills in learning and technology, the variety and number of patients in teaching hospitals, the quality and quantity of facilities and infrastructure for service and education at the teaching hospitals, the clinical rotation programme design, and learning adaptation during the pandemic. The following technology-enhanced learning strategies for developing clinical reasoning skills were identified: blended learning, online logbook, telemedicine, collaborative online learning between teaching hospitals, and learning videos. This learning model can be implemented in a limited resource setting. Importantly, the identified factors from the perspective of students, clinical teachers, and school of medicine/teaching hospital, as well as technical factors, should be considered for the implementation of this model. [ FROM AUTHOR]

Developing and Integrating Asynchronous Web-Based Cases for Discussing and Learning Clinical Reasoning: Repeated Cross-sectional Study.

BACKGROUND: Trainees rely on clinical experience to learn clinical reasoning in pediatric emergency medicine (PEM). Outside of clinical experience, graduate medical education provides a handful of explicit activities focused on developing skills in clinical reasoning. OBJECTIVE: In this paper, we describe the development, use, and changing perceptions of a web-based asynchronous tool to facilitate clinical reasoning discussion for PEM providers. METHODS: We created a case-based web-based discussion tool for PEM clinicians and fellows to post and discuss cases. We examined website analytics for site use and collected user survey data over a 3-year period to assess the use and acceptability of the tool. RESULTS: The learning tool had more than 30,000 site visits and 172 case comments for the 55 published cases over 3 years. Self-reported engagement with the learning tool varied inversely with clinical experience in PEM. The tool was relevant to clinical practice and useful for learning PEM for most respondents. The most experienced clinicians were more likely than fellows to report posting commentary, although absolute rate of commentary was low. CONCLUSIONS: An asynchronous method of case presentation and web-based commentary may present an acceptable way to supplement clinical experience and traditional education methods for sharing clinical reasoning.

Key feature-cases as virtual patients in education of veterinary neurology.

To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach. KF questions consist of three to five critical points that are crucial for the case resolution. In the current study usage, learning success, usability and acceptance of KF cases as neurological virtual patients should be determined in comparison to the long cases format. Elective courses were offered in winter term 2019/20 and summer term 2020 and a total of 38 virtual patients with neurological diseases were presented in the KF format. Eight cases were provided with a new clinical decision-making application (Clinical Reasoning Tool) and contrasted with eight other cases without the tool. In addition to the evaluation of the learning analytics (e.g., processing times, success rates), an evaluation took place after course completion. After 229 course participations (168 individual students and additional 61 with repeated participation), 199 evaluation sheets were completed. The average processing time of a long case was 53 min, while that of a KF case 17 min. 78% of the long cases and 73% of KF cases were successfully completed. The average processing time of cases with Clinical Reasoning Tool was 19 min. The success rate was 58.3 vs. 60.3% for cases without the tool. In the survey, the long cases received a ranking (1 = very good, 6 = poor) of 2.4, while KF cases received a grade of 1.6, 134 of the respondents confirmed that the casework made them feel better prepared to secure a diagnosis in a real patient. Flexibility in learning (n = 93) and practical relevance (n = 65) were the most frequently listed positive aspects. Since KF cases are short and highlight only the most important features of a patient, 30% (n = 70) of respondents expressed the desire for more specialist information. KF cases are suitable for presenting a wide range of diseases and for training students' clinical decision-making skills. The Clinical Reasoning Tool can be used for better structuring and visualizing the reasoning process.