Educational goals have generally shifted from knowing everything in a specific domain to knowing how to deal with complex problems. Reasoning and information-processing skills have become more important than the sheer amount of information memorized. In medical education, the same evolution has occurred. Diagnostic reasoning processes get more strongly emphasized. Whereas previously knowing all symptoms and diseases was stressed, reasoning skills have now become educationally more important. They must enable professionals to distinguish between differential diagnoses and to recognize patterns of illnesses (e.g., Myers & Dorsey, 1994).
Diagnostic Reasoning across the Medical Education Continuum