Education in Clinical Reasoning: An Experimental Study on Strategies to Foster Novice Medical Students' Engagement in Learning Activities

The NS resulted in more students' involvement and higher appreciation of the learning activity compared to the CS. There was no difference in diagnostic accuracy, but the NS seems more efficient: to achieve the same performance, the NS students needed only half the preparation time before the learning session than the students working under the CS. This higher efficiency may be due to the benefits of small-group learning, but clarifying this finding requires further investigation.