Using the NAM diagnostic process framework to teach clinical reasoning in computerized case presentations to 251...

Area of Science:

• Medical Education
• Diagnostic Reasoning
• Clinical Skills Development

Background:

• Diagnostic errors represent a significant burden in healthcare, yet explicit education on diagnostic reasoning is often lacking.
• Medical educators identify limited curricular time as a primary obstacle to implementing new educational strategies.
• Developing effective diagnostic reasoning skills is crucial for patient safety and optimal clinical outcomes.

Purpose of the Study:

• To propose and evaluate a concise educational strategy for teaching diagnostic reasoning to medical students.
• To leverage student-identified learning opportunities, such as differential diagnosis and summary statement writing, to advocate for curriculum development.
• To assess the perceived effectiveness and relevance of a computerized case presentation module.

Main Methods:

• A 1-hour computerized case presentation and facilitated discussion module was delivered to medical students.
• Participants included 18 clerkship and 235 preclinical medical students.
• Student attitudes toward the case presentation module were assessed via survey.

Main Results:

• A 100% response rate was achieved from clerkship students, and 121 preclinical students completed the survey.
• The majority of participating students found the computerized case presentation module to be effective and relevant.
• Students recommended the adoption of longitudinal computerized case presentations as an educational strategy.

Conclusions:

• Computerized case presentations offer a brief yet effective method for teaching essential diagnostic reasoning skills.
• This instructional strategy is suitable for both clerkship and preclinical medical students.
• The approach addresses the need for efficient curriculum development in diagnostic reasoning.