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Purpose of Review <p>This review examines existing literature on how orthopaedic education develops critical thinking and decision-making in medical students and residents.</p> Recent Findings <p>Scopus, Web of Science, MEDLINE, and PubMed were searched for English-language studies published between 2015 and 2025. Twenty-eight studies met the inclusion criteria. Most involved residents (<i>n</i> = 19), fewer focused on medical students (<i>n</i> = 8), and one included both groups (<i>n</i> = 1). Five themes were identified: technology-enhanced learning, reflective and analytical practice, mentorship and professional development, curriculum design and integration, and assessment and feedback. Simulation and digital tools improved procedural reasoning and engagement. Reflection and mentorship supported analytical and diagnostic skills. Non-operative and outpatient decision-making were rarely explored.</p> Summary <p>Orthopaedic education increasingly uses technology and active learning. However, structured development of critical thinking and decision-making remains limited, especially outside surgical settings and early training. Embedding reasoning, reflection, and mentorship in curricula may better connect classroom learning with clinical decision-making.</p>

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From Classroom to Clinic: A Scoping Review of Critical Thinking and Decision-Making in Orthopaedic Education for Medical Students and Residents

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月23日

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  • Jamie Rosen,
  • Prerna Kartik,
  • Martinique Vella-Baldacchino

摘要

Purpose of Review

This review examines existing literature on how orthopaedic education develops critical thinking and decision-making in medical students and residents.

Recent Findings

Scopus, Web of Science, MEDLINE, and PubMed were searched for English-language studies published between 2015 and 2025. Twenty-eight studies met the inclusion criteria. Most involved residents (n = 19), fewer focused on medical students (n = 8), and one included both groups (n = 1). Five themes were identified: technology-enhanced learning, reflective and analytical practice, mentorship and professional development, curriculum design and integration, and assessment and feedback. Simulation and digital tools improved procedural reasoning and engagement. Reflection and mentorship supported analytical and diagnostic skills. Non-operative and outpatient decision-making were rarely explored.

Summary

Orthopaedic education increasingly uses technology and active learning. However, structured development of critical thinking and decision-making remains limited, especially outside surgical settings and early training. Embedding reasoning, reflection, and mentorship in curricula may better connect classroom learning with clinical decision-making.