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Impact of the standardised patient teaching method on medical students' clinical reasoning competence: a systematic review protocol.

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Τίτλος: Impact of the standardised patient teaching method on medical students' clinical reasoning competence: a systematic review protocol.
Συγγραφείς: Wang Y; Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China., Hu S; Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China., Huang Q; Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China., Yang H; Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China., Zhang Y; Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China., Li B; Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, China Libin@cdutcm.edu.cn.
Πηγή: BMJ open [BMJ Open] 2026 Sep 04; Vol. 16 (9), pp. e114495. Date of Electronic Publication: 2026 Sep 04.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: BMJ Publishing Group Ltd Country of Publication: England NLM ID: 101552874 Publication Model: Electronic Cited Medium: Internet ISSN: 2044-6055 (Electronic) Linking ISSN: 20446055 NLM ISO Abbreviation: BMJ Open Subsets: MEDLINE
Imprint Name(s): Original Publication: [London] : BMJ Publishing Group Ltd, 2011-
Ιατρικοί όροι (MeSH): Students, Medical*/psychology , Education, Medical*/methods , Clinical Competence* , Clinical Reasoning* , Patient Simulation*, Humans ; Systematic Reviews as Topic ; Teaching ; Research Design
Περίληψη: Introduction: Clinical reasoning is an essential competency for all physicians, and fostering this skill in medical students is a primary objective of medical education. Currently, clinical reasoning is predominantly cultivated through experiences in clinical settings; however, this approach presents certain limitations. The emergence of innovative medical simulation teaching methods has led to the increasing utilisation of standardised patient (SP) simulations in medical education. However, the specific contribution of the SP teaching method to the development of clinical reasoning skills in medical students remains unclear. Therefore, we propose a systematic review to summarise the impact of the SP teaching method on the clinical reasoning competence of medical students.
Methods and Analysis: This systematic review protocol adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols guidelines for reporting results. A comprehensive literature search will be conducted across five major online databases: PubMed, Embase, Web of Science, Education Research Complete and the Cochrane Library. The screening process comprises an initial review of titles and abstracts to identify relevant studies efficiently, followed by a full-text assessment of the selected articles. Two reviewers will independently conduct study selection, data extraction and risk of bias assessment. Data extraction will be performed using a standardised form. The primary outcome is clinical reasoning competence, and secondary outcomes are communication skills and student satisfaction. The risk of bias in included studies will be evaluated using the Cochrane Risk of Bias tool 2. Depending on the literature search results and the characteristics of the selected studies, a meta-analysis will be conducted where feasible. Otherwise, a narrative synthesis will be performed.
Ethics and Dissemination: This study presents a protocol for a systematic review and does not involve human subjects. The findings will be disseminated through publication as a manuscript submitted to a peer-reviewed journal.
Prospero Registration Number: CRD420251163882.
(© Author(s) (or their employer(s)) 2026. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)
Competing Interests: Competing interests: None declared.
References: Med Teach. 2020 Apr;42(4):457-462. (PMID: 32017640)
BMJ. 2021 Mar 29;372:n71. (PMID: 33782057)
J Gen Intern Med. 2021 Sep;36(9):2745-2754. (PMID: 34159542)
BMC Nurs. 2024 Dec 20;23(1):936. (PMID: 39707299)
Med Educ. 2020 Nov;54(11):1019-1028. (PMID: 32403177)
BMJ Qual Saf. 2017 Jun;26(6):484-494. (PMID: 27530239)
J Emerg Trauma Shock. 2010 Oct;3(4):348-52. (PMID: 21063557)
Medicine (Baltimore). 2024 Jul 5;103(27):e38813. (PMID: 38968472)
Postgrad Med J. 2024 Dec 23;101(1191):68-75. (PMID: 39005056)
Rheumatol Int. 2024 Dec;44(12):3041-3051. (PMID: 39412574)
J Gen Intern Med. 2008 Jan;23 Suppl 1:46-9. (PMID: 18095044)
Med Educ. 2015 Oct;49(10):961-73. (PMID: 26383068)
BMC Med Educ. 2025 Feb 11;25(1):221. (PMID: 39934738)
Contributed Indexing: Keywords: Clinical Competence; Clinical Reasoning; Education, Medical
Entry Date(s): Date Created: 20260904 Date Completed: 20260904 Latest Revision: 20260910
Update Code: 20260911
PubMed Central ID: PMC13548209
DOI: 10.1136/bmjopen-2025-114495
PMID: 42697580
Βάση Δεδομένων: MEDLINE
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  Data: Introduction: Clinical reasoning is an essential competency for all physicians, and fostering this skill in medical students is a primary objective of medical education. Currently, clinical reasoning is predominantly cultivated through experiences in clinical settings; however, this approach presents certain limitations. The emergence of innovative medical simulation teaching methods has led to the increasing utilisation of standardised patient (SP) simulations in medical education. However, the specific contribution of the SP teaching method to the development of clinical reasoning skills in medical students remains unclear. Therefore, we propose a systematic review to summarise the impact of the SP teaching method on the clinical reasoning competence of medical students.<br />Methods and Analysis: This systematic review protocol adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols guidelines for reporting results. A comprehensive literature search will be conducted across five major online databases: PubMed, Embase, Web of Science, Education Research Complete and the Cochrane Library. The screening process comprises an initial review of titles and abstracts to identify relevant studies efficiently, followed by a full-text assessment of the selected articles. Two reviewers will independently conduct study selection, data extraction and risk of bias assessment. Data extraction will be performed using a standardised form. The primary outcome is clinical reasoning competence, and secondary outcomes are communication skills and student satisfaction. The risk of bias in included studies will be evaluated using the Cochrane Risk of Bias tool 2. Depending on the literature search results and the characteristics of the selected studies, a meta-analysis will be conducted where feasible. Otherwise, a narrative synthesis will be performed.<br />Ethics and Dissemination: This study presents a protocol for a systematic review and does not involve human subjects. The findings will be disseminated through publication as a manuscript submitted to a peer-reviewed journal.<br />Prospero Registration Number: CRD420251163882.<br /> (© Author(s) (or their employer(s)) 2026. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)
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  Data: Competing interests: None declared.
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  Data: Med Teach. 2020 Apr;42(4):457-462. (PMID: <searchLink fieldCode="PM" term="%2232017640%22">32017640)</searchLink><br />BMJ. 2021 Mar 29;372:n71. (PMID: <searchLink fieldCode="PM" term="%2233782057%22">33782057)</searchLink><br />J Gen Intern Med. 2021 Sep;36(9):2745-2754. (PMID: <searchLink fieldCode="PM" term="%2234159542%22">34159542)</searchLink><br />BMC Nurs. 2024 Dec 20;23(1):936. (PMID: <searchLink fieldCode="PM" term="%2239707299%22">39707299)</searchLink><br />Med Educ. 2020 Nov;54(11):1019-1028. (PMID: <searchLink fieldCode="PM" term="%2232403177%22">32403177)</searchLink><br />BMJ Qual Saf. 2017 Jun;26(6):484-494. (PMID: <searchLink fieldCode="PM" term="%2227530239%22">27530239)</searchLink><br />J Emerg Trauma Shock. 2010 Oct;3(4):348-52. (PMID: <searchLink fieldCode="PM" term="%2221063557%22">21063557)</searchLink><br />Medicine (Baltimore). 2024 Jul 5;103(27):e38813. (PMID: <searchLink fieldCode="PM" term="%2238968472%22">38968472)</searchLink><br />Postgrad Med J. 2024 Dec 23;101(1191):68-75. (PMID: <searchLink fieldCode="PM" term="%2239005056%22">39005056)</searchLink><br />Rheumatol Int. 2024 Dec;44(12):3041-3051. (PMID: <searchLink fieldCode="PM" term="%2239412574%22">39412574)</searchLink><br />J Gen Intern Med. 2008 Jan;23 Suppl 1:46-9. (PMID: <searchLink fieldCode="PM" term="%2218095044%22">18095044)</searchLink><br />Med Educ. 2015 Oct;49(10):961-73. (PMID: <searchLink fieldCode="PM" term="%2226383068%22">26383068)</searchLink><br />BMC Med Educ. 2025 Feb 11;25(1):221. (PMID: <searchLink fieldCode="PM" term="%2239934738%22">39934738)</searchLink>
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