Abstract
The clinical reasoning process for arriving at an accurate diagnosis represents a complex activity. How medical students harness existing information resources in their clinical reasoning courses has not been reported before. This cross-sectional study surveyed students to recall their most useful information resources halfway through their series of clinical reasoning courses. Students then evaluated the comparative usefulness of these selected resources. Sixty-nine of the 107 students enrolled in the clinical reasoning courses completed the three-part survey (64.5% response rate). Students found point-of-care tools, journal articles, textbooks, and diagnostic software to be most useful.
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