Hung-Yi Lai
Biographic Data
| ID | 7720367 |
|---|---|
| NAME | Hung-Yi Lai |
| GIVEN NAMES | Hung-Yi |
| FAMILY NAME | Lai |
| SIGNATURE | LAI H |
| AFFILIATIONS | Chang Gung University |
| ORCID | 0009-0007-8029-3104 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning to reflect together
BACKGROUND: Collaborative clinical reasoning (CCR) is essential to safe and effective practice in intensive care units, where decisions are shaped by uncertainty, high cognitive load, and interprofessional dynamics. Although CCR is widely recognised as a collective cognitive process, little is known about how clinicians learn to reason together or how reflective educational interventions may influence the language and social organisation through …
Enhancing medical student skills in dispute prevention through objective structured clinical examinations
BACKGROUND: In the complex and dynamic landscape of healthcare, preventing medical disputes has become a critical aspect of medical practice. Medical disputes often arise from miscommunication, medical errors, or unmet patient expectations, leading to a breakdown in the doctor-patient relationship and potentially resulting in litigation. Despite the growing recognition of the importance of dispute prevention, current medical education often lacks…
Do games work? A meta-analytic synthesis of gamified learning for clinical reasoning in medical and allied health education
Gamification is increasingly adopted in health professions education to enhance clinical reasoning, a core competency essential for safe patient care. Although many interventions report positive outcomes, the magnitude and consistency of these effects remain uncertain. This meta-analytic review synthesizes quantitative findings on the effectiveness of gamified learning on clinical reasoning in medical and allied health learners across diverse con…
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Learning to reflect together
BACKGROUND: Collaborative clinical reasoning (CCR) is essential to safe and effective practice in intensive care units, where decisions are shaped by uncertainty, high cognitive load, and interprofessional dynamics. Although CCR is widely recognised as a collective cognitive process, little is known about how clinicians learn to reason together or how reflective educational interventions may influence the language and social organisation through …
Enhancing medical student skills in dispute prevention through objective structured clinical examinations
BACKGROUND: In the complex and dynamic landscape of healthcare, preventing medical disputes has become a critical aspect of medical practice. Medical disputes often arise from miscommunication, medical errors, or unmet patient expectations, leading to a breakdown in the doctor-patient relationship and potentially resulting in litigation. Despite the growing recognition of the importance of dispute prevention, current medical education often lacks…
Do games work? A meta-analytic synthesis of gamified learning for clinical reasoning in medical and allied health education
Gamification is increasingly adopted in health professions education to enhance clinical reasoning, a core competency essential for safe patient care. Although many interventions report positive outcomes, the magnitude and consistency of these effects remain uncertain. This meta-analytic review synthesizes quantitative findings on the effectiveness of gamified learning on clinical reasoning in medical and allied health learners across diverse con…
Clinical Reasoning and Diagnostic Skills (2 works) · MEDLINE (2 works) · Psychological intervention (2 works) · Qualitative research (2 works) · Simulation-Based Education in Healthcare (2 works) · Active listening (1 work) · Certainty (1 work) · Clinical judgment (1 work) · Clinical study design (1 work) · Cognition (1 work)