On diagnosis
Educational Strategies to Promote Clinical Diagnostic Reasoning:
expand theoretical lenses to include sociocultural theories as well as cognitive science
personal histories that clinicians and patients bring to each encounter play a significant role in implicit bias
diagnosis is co-created by the patient and the diagnostic team
problem representations activates interactive and continuous analytic and nonanalytic reasoning processes
clinical teachers to observe learners and provide formative feedback as part of an “educational alliance,” whereby a transactional delivery of feedback shifts to a conversation aimed at improving learning
Diagnostic strategies in general practice and the emergency department: a comparative qualitative analysis
https://bmjopen.bmj.com/content/9/5/e026222
A Qualitative study that videotaped consultations in General practice and Emergency departments in Germany.
Results EPs more often considered acute and severe conditions, even if pretest probabilities were low. In contrast, GPs more often involved their patients in the decision-making process and provided assurance concerning their complaints. To focus their workup, EPs used a more directive style of interviewing including a high proportion of routine questions and rarely used open questions or active listening