 This paper reviews the existing literature on the use of visual thinking strategies, VTS, in medical education. It finds that VTS has been used successfully in both undergraduate and postgraduate medical education settings to improve observational and visual diagnostic skills, as well as tolerance for ambiguity and empathy. However, further research is needed to determine whether VTS can be used to improve other clinical competencies such as patient care. This article was authored by Ana Rita Saquera, Ana Sofia Alves, Matilda Montero Soares, and others.