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Pharmacy Several publications have made the case for improving diagnosis-related education in schools of pharmacy; and courses on clinical reasoning, physical examination, and other aspects of diagnosis are now appearing (see Supplementary Appendix B) [[25]], [[26]], [[27]]. Current diagnosis education is inadequate Achieving competency in diagnosis is a primary focus in many health professions; however, the focus is relatively narrow, aimed primarily at conveying facts to students without ensuring expertise in the diagnostic process itself. Keywords: competence; competency; diagnosis; diagnostic error; health professions education; medical education; nursing education; pharmacy education EN competence competency diagnosis diagnostic error health professions education medical education nursing education pharmacy education 166 175 10 05/12/22 20220501 NES 220501 Introduction "Education is the most powerful weapon which you can use to change the world."-Nelson Mandela Improving diagnosis education represents a critically important approach to reduce harm related to diagnostic error in practice [[1]]. [Extracted from the article]

Background: Given an unacceptably high incidence of diagnostic errors, we sought to identify the key competencies that should be considered for inclusion in health professions education programs to improve the quality and safety of diagnosis in clinical practice. Methods: An interprofessional group reviewed existing competency expectations for multiple health professions, and conducted a search that explored quality, safety, and competency in diagnosis. An iterative series of group discussions and concept prioritization was used to derive a final set of competencies. Results: Twelve competencies were identified: Six of these are individual competencies: The first four (#1–#4) focus on acquiring the key information needed for diagnosis and formulating an appropriate, prioritized differential diagnosis; individual competency #5 is taking advantage of second opinions, decision support, and checklists; and #6 is using reflection and critical thinking to improve diagnostic performance. Three competencies focus on teamwork: Involving the patient and family (#1) and all relevant health professionals (#2) in the diagnostic process; and (#3) ensuring safe transitions of care and handoffs, and "closing the loop" on test result communication. The final three competencies emphasize system-related aspects of care: (#1) Understanding how human-factor elements influence the diagnostic process; (#2) developing a supportive culture; and (#3) reporting and disclosing diagnostic errors that are recognized, and learning from both successful diagnosis and from diagnostic errors. Conclusions: These newly defined competencies are relevant to all health professions education programs and should be incorporated into educational programs. [ABSTRACT FROM AUTHOR]

Diagnostic errors are a source of unacceptable harm in health care. However, improvement efforts have been hampered by the lack of valid measures reflecting the quality of the diagnostic process. At the same time, it has become apparent that the healthcare work system, particularly in primary care, is chaotic and stressful, leading to clinician burnout and patient harm. We propose a new construct that health systems and researchers can use to measure the quality and safety of the diagnostic process that is sensitive to the context of the health care work system. This model focuses on three measurable practices: considering "don't miss" diagnoses, looking for red flags, and ensuring that clinicians avoid common diagnostic pitfalls. We believe that the performance of clinicians with respect to these factors is sensitive to the health care work system, allowing for context-dependent measurement and improvement of the diagnostic process. Such process measures will enable more rapid improvements rather than exclusively measuring outcomes related to "correct" or "incorrect" diagnoses. [ABSTRACT FROM AUTHOR]

Diagnostic error is increasingly recognized as a major patient safety concern. Efforts to improve diagnosis have largely focused on safety and quality improvement initiatives that patients, providers, and health care organizations can take to improve the diagnostic process and its outcomes. This educational policy brief presents an alternative strategy for improving diagnosis, centered on future healthcare providers, to improve the education and training of clinicians in every health care profession. The hypothesis is that we can improve diagnosis by improving education. A literature search was first conducted to understand the relationship of education and training to diagnosis and diagnostic error in different health care professions. Based on the findings from this search we present the justification for focusing on education and training, recommendations for specific content that should be incorporated to improve diagnosis, and recommendations on educational approaches that should be used. Using an iterative, consensus-based process, we then developed a driver diagram that categorizes the key content into five areas. Learners should: 1) Acquire and effectively use a relevant knowledge base, 2) Optimize clinical reasoning to reduce cognitive error, 3) Understand system-related aspects of care, 4) Effectively engage patients and the diagnostic team, and 5) Acquire appropriate perspectives and attitudes about diagnosis. These domains echo recommendations in the National Academy of Medicine’s report Improving Diagnosis in Health Care. The National Academy report suggests that true interprofessional education and training, incorporating recent advances in understanding diagnostic error, and improving clinical reasoning and other aspects of education, can ultimately improve diagnosis by improving the knowledge, skills, and attitudes of all health care professionals. [ABSTRACT FROM AUTHOR]

First, it has become clear that the Electronic Health Record (EHR) is "where it happens" in modern health care. While such "external brains" are helpful, teaching health care professionals to harness the power of the EHR is the way of the future, as the authors mention. Input, searching, retrieval, and provenance of clinical information in the EHR are fundamental processes in which modern learners (and practitioners) must be competent. [Extracted from the article]

In this article, the author focuses on the teaching hospital in the U.S. He states that academic medical service provides students and house staff to present the subjective and objective data about their patients and they learn about the importance of clinical data. He mentions that one can learn diagnostic testing and other methods from the presentations showed during medical teaching. He further states that physicians use slow physical examination methods to know the exact problem with a patient and then suggest proper treatment methods according to the symptoms they have found in the patient.