Case differences in the problem solving strategies of medical students and physicians

Using a broad range of written patient management problems, this study examined 1) the influences of three medical information-gathering processes (history-taking, physical examination, and diagnostic studies) on the formulation of the differential and principal diagnosis by 175 medical students and 2) the extent to which the information-gathering processes used by the students paralleled the emphasis that experienced clinicians placed on these same processes. Results suggested that in 11 of 14 cases, the students appeared to be relying on specific information-gathering strategies in the formulation of the differential diagnosis, and that there were both similarities and differences in the relative emphases that these processes received from students and physicians.