Geographic Diversity in Clinical Problem-Solving Exercises

Abstract

Clinical problem-solving (CPS) exercises are a powerful teaching tool that allows expert diagnosticians to showcase their reasoning through the diagnostic journey of a complex clinical case. CPS exercises can impact the discourse, dissemination, and development of Clinical Reasoning (CR), a core competency, globally. Geographic diversity is lagging in the published scientific literature, and the status of the geographic diversity among CPS exercises is unknown. In this report, we sought to determine the proportion of authors from high (HIC), upper-middle (UMIC), lower-middle (LMIC), and low-income countries (LIC) in the published CPS exercises.