Abstract
Purpose Medical students’ clinical education is commonly supported by deliberate or voluntary use of electronic diagnostic reasoning tools (EDRTs). Patterns of EDRT usage during formative clinical training may have a lasting influence on their practice of medicine, signaling the need for a more robust understanding of EDRT integration in clinical education. In this study, the authors investigated culminating third-year medical students’ perceptions and use of EDRTs in multiple clinical settings and patient types, over a year of core clerkship rotations.
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