Learning Clinical Reasoning in Forensic Medicine: A Scoping Review.

BACKGROUND

This scoping review aimed to explore the existing literature on teaching clinical reasoning in the field of forensic medicine.

METHODS

The scoping review was conducted following the PRISMA extension for scoping reviews.

RESULTS

The initial search yielded a total of 98 articles, of which 40 studies met the inclusion criteria. Case-based learning enhances critical thinking, particularly in forensic domains like chemistry and medicine. Simulation-based learning, using tools such as virtual reality, improves practical skills, crucial in crime scene investigation. Problem-based learning fosters critical thinking and teamwork, proving successful in crime scene investigation and forensic speech science. Addressing persistent challenges like cognitive biases, the study recommends incorporating debiasing strategies and clinical reasoning theories into forensic science training programs.

CONCLUSION

The heterogeneity of assessment methods and educational outcomes limits the ability to draw definitive conclusions regarding the effectiveness of specific teaching strategies. Integrating a combination of the three methods can create a comprehensive and effective curriculum, catering to diverse learning preferences in forensic science education.