Self-explanation fosters clinical reasoning among medical students

Abstract

This thesis explores the use of self-explanation by medical students as a tool supporting the learning of clinical reasoning in the clerkship. Self-explanation (SE) is a learning technique in which students explain to themselves pieces of a learning material for the purpose of improving their understanding. SE has been successfully used in several domains. However, to our knowledge, this thesis is the first attempt to investigate the use of SE to foster medical students’ learning of clinical reasoning.