The PAPER heuristic: a structured cognitive aid to reduce intrinsic cognitive load in early clinical reasoning training

Abstract Background Clinical reasoning is a key competency in undergraduate medical education but is often taught implicitly. Structured approaches such as acronyms may help support students in developing this skill, especially in complex or high-stakes situations. The acronym PAPER (Patient, detail...

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Autores principales:	Marius Gebauer, Frank Herbstreit, Thorsten Brenner, Sven Benson, Cynthia Szalai
Formato:	Artigo
Lenguaje:	Inglês
Publicado:	BMC 2026-06-01
Colección:	BMC Medical Education
Materias:	Clinical reasoning Cognitive load Medical education Simulation-based learning Undergraduate medical education Cognitive aid
Acceso en línea:	https://doi.org/10.1186/s12909-026-09639-0
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