Conclusion
To summarise, the use of a CDSS did not significantly improve diagnostic accuracy. Nevertheless, the use of such a software may play an interesting and also relevant role in enhancing students' trust and confidence when presented with challenging clinical constellations. We also observed that students tend to underestimate their own knowledge in easy, typical cases, while they are much more aware of their limitations in challenging, atypical cases. Our results also highlight the significance to consider both objective as well as subjective parameters when evaluating the effectiveness of CDSS. Using CDSS in medical education, instructors could eventually optimise the integration of this technology in the training of future physicians.