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Background <p>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, details of Acute situation, relevant Past medical History, Estimate the situation, Recommendations) was developed to provide a simple and structured framework to support clinical reasoning.</p> Methods <p>The acronym was developed through a three-round Delphi process with clinical experts in emergency medicine, anaesthesiology, and trauma surgery. It was piloted in a single-blind, simulation-based study with 290 medical students in either their fourth clinical semester or final year. Students were randomised to either an intervention group, which received a 20-minute introduction to clinical reasoning and the acronym before simulation training, or a control group, which received standard simulation alone. The outcomes included clinical performance, nontechnical skills, and cognitive load, which were assessed via blinded raters and validated self-report questionnaires.</p> Results <p>No significant differences in clinical performance were found between the intervention and control groups. However, among fourth-semester students, the intervention group reported a significantly lower intrinsic cognitive load than did the control group. The final-year students generally reported better scores in teamwork and decision-making but reported lower germane cognitive loads than their junior peers did. The effect of the intervention appeared to be influenced by the students’ training stage.</p> Conclusions <p>While the acronym did not improve overall clinical performance, it was associated with a reduced intrinsic cognitive load in less experienced students. Introducing structured clinical reasoning tools earlier in the curriculum may help learners process clinical scenarios more effectively. Timing appears to be an important factor in the success of such interventions and should be considered in curriculum development.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月16日

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  • Marius Gebauer,
  • Frank Herbstreit,
  • Thorsten Brenner,
  • Sven Benson,
  • Cynthia Szalai

摘要

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, details of Acute situation, relevant Past medical History, Estimate the situation, Recommendations) was developed to provide a simple and structured framework to support clinical reasoning.

Methods

The acronym was developed through a three-round Delphi process with clinical experts in emergency medicine, anaesthesiology, and trauma surgery. It was piloted in a single-blind, simulation-based study with 290 medical students in either their fourth clinical semester or final year. Students were randomised to either an intervention group, which received a 20-minute introduction to clinical reasoning and the acronym before simulation training, or a control group, which received standard simulation alone. The outcomes included clinical performance, nontechnical skills, and cognitive load, which were assessed via blinded raters and validated self-report questionnaires.

Results

No significant differences in clinical performance were found between the intervention and control groups. However, among fourth-semester students, the intervention group reported a significantly lower intrinsic cognitive load than did the control group. The final-year students generally reported better scores in teamwork and decision-making but reported lower germane cognitive loads than their junior peers did. The effect of the intervention appeared to be influenced by the students’ training stage.

Conclusions

While the acronym did not improve overall clinical performance, it was associated with a reduced intrinsic cognitive load in less experienced students. Introducing structured clinical reasoning tools earlier in the curriculum may help learners process clinical scenarios more effectively. Timing appears to be an important factor in the success of such interventions and should be considered in curriculum development.