Problem Representation, Background Evidence, Analysis, Recommendation: An Oral Case Presentation Tool to Promote Diagnostic Reasoning

2018 ◽  
Vol 18 (2) ◽  
pp. 228-230 ◽  
Author(s):  
Cristina Carter ◽  
Nicole Akar-Ghibril ◽  
Jeff Sestokas ◽  
Gabrina Dixon ◽  
Wilhelmina Bradford ◽  
...  
2021 ◽  
Author(s):  
Bharat Kumar ◽  
Kristi Ferguson ◽  
Melissa L. Swee ◽  
Manish Suneja

Abstract Introduction: Master clinicians are a group of physicians recognized in large part for their superior diagnostic reasoning abilities. However, their reasoning skills have not been rigorously and quantitatively compared to other clinicians using a validated instrument.Methods: We surveyed Internal Medicine physicians at the University of Iowa to identify the master clinicians. These master clinicians were administered the Diagnostic Thinking Inventory, along with an equivalent number of their peers in the general population of internists. Scores were tabulated for structure and thinking, as well as four previously identified elements of diagnostic reasoning (data acquisition, problem representation, hypothesis generation, and illness script search and selection). The 2-sample t-test was used to compare scores between the two groups.Results: 17 master clinicians were identified, of whom 17 (100%) completed the inventory. 19 out of 25 randomly-selected internists also completed the inventory (76%). Mean total scores were 187.2 and 175.8 for the Master Clinician (MC) and the Internist (IM) groups respectively. Thinking and structure subscores were 91.5 and 95.71 for MCs, compared to 85.5 and 90.3 for IMs (p-values: 0.0783 and 0.1199, respectively). The mean data acquisition, problem representation, hypothesis generation, and illness script selection subscores for MCs were 4.46, 4.57, 4.71, and 4.46, compared to 4.13, 4.38, 4.45, and 4.13 in the IM group (p-values: 0.2077, 0.4528, 0.095, and 0.029, respectively). Conclusions: Master Clinicians have greater proficiency in searching for and selecting illness scripts compared to their peers. There were no statistically significant differences between the other scores and subscores. These results will help to inform continuing medical education efforts to improve diagnostic reasoning.


Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Yvonne Covin ◽  
Palma Longo ◽  
Neda Wick ◽  
Katherine Gavinski ◽  
Blake Barker ◽  
...  

AbstractObjectivesExplicit education on diagnostic reasoning is underrepresented relative to the burden of diagnostic errors. Medical educators report curricular time is a major barrier to implementing new curricula. The authors propose using concise student-identified educational opportunities -- differential diagnosis and summary statement writing -- to justify curriculum development in diagnostic reasoning.MethodsEighteen clerkship and 235 preclinical medical students participated in a 1 h computerized case presentation and facilitated discussion. Students were surveyed on their attitudes toward the case.ResultsAll 18 (100% response) clerkship students and 121 of the 235 preclinical students completed the survey. Students felt the module was effective and relevant. They proposed medical schools consider longitudinal computerized case presentations as an educational strategy.ConclusionsA computerized case presentation is a concise instructional strategy to teach critical points in diagnosis to clerkship and preclinical medical students.


PEDIATRICS ◽  
2011 ◽  
Vol 128 (2) ◽  
pp. 211-213 ◽  
Author(s):  
S. L. Bannister ◽  
J. L. Hanson ◽  
C. G. Maloney ◽  
W. V. Raszka

2021 ◽  
pp. 102-104
Author(s):  
Susan L. Bannister ◽  
Janice L. Hanson ◽  
Christopher G. Maloney ◽  
William V. Raszka

Diagnosis ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 21-25
Author(s):  
Katherine I. Harris ◽  
Jane S. Rowat ◽  
Manish Suneja

AbstractBackgroundDiagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum’s effectiveness.MethodsA longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the “bolus” curriculum at the beginning of each academic year followed by a “booster” component to maintain and build upon diagnostic reasoning skills taught during the “bolus” phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014–2015) and post-curriculum (2016–2017).ResultsThe overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories – data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance.ConclusionsOur program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.


Author(s):  
W.T. Gunning ◽  
G.D. Haselhuhn ◽  
E.R. Phillips ◽  
S.H. Selman

Within the last few years, adrenal cortical tumors with features concordant with the diagnostic criteria attributed to oncocytomas have been reported. To date, only nine reported cases exist in the literature. This report is the tenth case presentation of a presumptively benign neoplasm of the adrenal gland with a rare differentiation. Oncocytomas are well recognized benign tumors of the thyroid, parathyroid, and salivary glands and of the kidney. Other organs also give rise to these types of tumors, however with less frequency than the former sites. The characteristics generally used to classify a tumor as an oncocytoma include the following criteria: the tumor is 1) usually a solitary circumscribed mass with no gross nor microscopic evidence of metastasis (no tissue nor vascular invasion), 2) fairly bland in terms of mitotic activity and nuclear morphology, and 3) composed of large eosinophillic cells in which the cytoplasm is packed full of mitochondria (Figure 1).


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