Diagnosis education: a decade of progress, with more needed

In the decade since the National Academies of Sciences, Engineering, and Medicine (NASEM) report Improving Diagnosis in Health Care, substantial progress has been made in understanding and teaching diagnostic reasoning. This manuscript reviews key advancements in the science and theory of clinical reasoning, including the shift from exclusive focus on individual cognitive models to those that embrace context and team-based approaches. Recent innovations in diagnosis education, such as development of formal competencies, use of structured reflection, and approaches to assessment are discussed. Despite these gains, challenges remain in translating theory into practice, particularly in curricular innovation and implementation, faculty development, and assessment. The emergence of generative artificial intelligence presents both opportunities and imperatives for reimagining diagnosis education. The authors call for sustained efforts to embed diagnostic excellence across health professions education, emphasizing interprofessional collaboration, patient engagement, and system-level reform to reduce diagnostic error and improve outcomes.