- clear or ambiguous clues

- uncertainty around the clues

(no clear dg, hx.) or overlapping clues- learners need to search more deeply for clinical signs and the diagnostic pathway

Dependence on the students' level

Undifferentiated/misleading but still credible

Noise signal - dial up or down

SPs could add to that

Clinical reasoning- single hero or teamwork (shared mental model)?

Do we actually design purely for clinical reasoning, or is it just a component of our learning objectives?

Assessing the reliability of the information received

Learners who are comfortable with uncertainty

Asking about priorities at each stage of the scenario

Feedback vs Advocacy and Inquiry based on the level of learners

"What if...would that change your approach"

Is there any system for diff dg. in place?

Maybe the first time they put knowledge in the clinical context

Different members may have different mental models that will pop up in the debriefing