Work

Diagnosis education: a decade of progress, with more needed

Year: 2025

Type: article

Abstract: , 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.

Source: Diagnosis

DOI: 10.1515/dx-2025-0132

Authors: Andrew P. J. Olson, Joseph J. Rencic, Thilan P. Wijesekera

Institutions: University of Minnesota, Boston Medical Center, Yale University

Language: English

Topic: Clinical Reasoning and Diagnostic Skills

Subfield: Family Practice

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $2,712