diagnostic reasoning
Recently Published Documents


TOTAL DOCUMENTS

478
(FIVE YEARS 102)

H-INDEX

34
(FIVE YEARS 4)

2022 ◽  
Vol 31 (1) ◽  
pp. 28-32
Author(s):  
Karen Powell

Urological conditions have become increasingly common and early diagnosis is key to achieving better outcomes. This article discusses the importance of having a comprehensive understanding of urological disorders, having the skills to interpret relevant information, and recognising the relationships among given elements to make an appropriate clinical diagnosis.


BMJ ◽  
2022 ◽  
pp. e064389
Author(s):  
John E Brush ◽  
Jonathan Sherbino ◽  
Geoffrey R Norman

ABSTRACT Research in cognitive psychology shows that expert clinicians make a medical diagnosis through a two step process of hypothesis generation and hypothesis testing. Experts generate a list of possible diagnoses quickly and intuitively, drawing on previous experience. Experts remember specific examples of various disease categories as exemplars, which enables rapid access to diagnostic possibilities and gives them an intuitive sense of the base rates of various diagnoses. After generating diagnostic hypotheses, clinicians then test the hypotheses and subjectively estimate the probability of each diagnostic possibility by using a heuristic called anchoring and adjusting. Although both novices and experts use this two step diagnostic process, experts distinguish themselves as better diagnosticians through their ability to mobilize experiential knowledge in a manner that is content specific. Experience is clearly the best teacher, but some educational strategies have been shown to modestly improve diagnostic accuracy. Increased knowledge about the cognitive psychology of the diagnostic process and the pitfalls inherent in the process may inform clinical teachers and help learners and clinicians to improve the accuracy of diagnostic reasoning. This article reviews the literature on the cognitive psychology of diagnostic reasoning in the context of cardiovascular disease.


2021 ◽  
pp. 99-117
Author(s):  
Alan Bleakley ◽  
Shane Neilson
Keyword(s):  

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Anupam Datta Gupta
Keyword(s):  

Cureus ◽  
2021 ◽  
Author(s):  
Bharat Kumar ◽  
Kristi Ferguson ◽  
Melissa Swee ◽  
Manish Suneja
Keyword(s):  

2021 ◽  
Vol 30 (20) ◽  
pp. 1172-1176
Author(s):  
Jill Byrne

This is the second of two articles exploring assessment and clinical reasoning of conditions relating to the heart and cardiovascular system in the context of emergency care. In the last article, the structure and function of the heart was reviewed, and reference made to many of the conditions that may affect the heart. In addition, the common presenting complaints of cardiac conditions were highlighted, together with important aspects of the history for each symptom. The full cardiac examination was outlined. In this article, some of the common cardiac conditions will be discussed. These will be linked to common findings in the history, examination, and investigations.


Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
John C. Penner ◽  
Stephenie Le ◽  
Lindsey C. Shipley ◽  
H. Moses Murdock ◽  
Daniel J. Minter ◽  
...  

Abstract Objectives Participation in case-based diagnostic reasoning (DR) conferences has previously been limited to those who can attend in-person. Technological advances have enabled these conferences to migrate to virtual platforms, creating an opportunity to improve access and promote learner participation. We describe the design and evaluation of virtual morning report (VMR), a novel case-based DR conference that aimed to expand access to these conferences, leverage a virtual platform to create new opportunities for learner participation, and improve learner confidence in performing DR. Methods VMR took place on a videoconferencing platform. Participants included health professions students, post-graduate trainees, and practitioners. In designing VMR, we adapted concepts from the experience-based model of learning to design opportunities for learner participation. Teaching strategies were informed by information-processing and situativity theories. We evaluated learner experiences in VMR using a survey with open and closed-ended questions. Survey items focused on accessing case-based teaching conferences outside of VMR, participant perceptions of the educational value of VMR, and VMR’s impact on participants’ confidence in performing DR. We used thematic analysis to manually code open-ended responses and identify themes. Results 203 participants (30.2%) completed the survey. 141 respondents (69.5%) reported they did not otherwise have access to a DR conference. The majority of participants reported increased confidence performing DR. Respondents highlighted that VMR supplemented their education, created a supportive learning environment, and offered a sense of community. Conclusions VMR can expand access to DR education, create new opportunities for learner participation, and improve learner confidence in performing DR.


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

Sign in / Sign up

Export Citation Format

Share Document