Abstract
It has been argued that, as evidence-based medicine emerged in the 1990s, healthcare practitioners are required to partake in more intricate and elaborate cognitive processes. As a result, knowing the characteristics and constraints of scientific knowledge - i.e., an advanced understanding of the Nature of Scientific Knowledge (NOSK) - has become progressively imperative. In this paper, we discuss snapshots of the research on SARS-CoV-2 that may be used in order to illustrate aspects of NOSK to medical students and how they may be introduced within teaching interventions.