“…Eight randomized studies (14%) (including 664 participants providing data) investigated the content of instruction (the interpretation process or approach that was taught) instead of, or in addition to, the instructional intervention (instructional modality or instructional method). 58–65 Overall, these studies can be viewed as comparing more versus less systematic approaches, including (1) cognitively effective schema-based approaches (e.g., expert-generated schema, 58 checklist 60,61,65 ) versus systematic but nonschematic approaches, 58,60,61,65 (2) algorithm-based schemas (e.g., concept map, 59 algorithmic approach of rate and rhythm 64 ) versus “traditional” approaches (e.g., didactic PowerPoint presentation 59,63,64 ), and (3) nonspecific systematic approaches (e.g., step-by-step analytic sequence 60 ) versus other approaches (e.g., memorization of a disease-specific graphic 62 ).…”