Fostering medical students’ clinical reasoning by learning from errors in clinical case vignettes: effects and conditions of additional prompting procedures to foster self-explanations

The present study aims at fostering undergraduate medical students' clinical reasoning by learning from errors. By fostering the acquisition of negative knowledge about typical cognitive errors in the medical reasoning process, we support learners in avoiding future erroneous decisions and actions in similar situations. Since learning from errors is based on self-explanation activities, we provided additional prompting procedures to foster the...