Strengthening novice diagnostic problem solving through explicit metacognitive scaffolding in emergency medicine education

The MIND learning model provides a practice-embedded framework for strengthening diagnostic metacognition in novice physicians. By integrating explicit metacognitive scaffolds into authentic clinical encounters, the model enhances learners' awareness of their reasoning processes and supports more effective problem framing. These findings offer actionable guidance for clinical educators seeking to incorporate metacognitive instruction into workplace-based training.