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Previous Volume 355:2217-2225 November 23, 2006 Number 21 Next

	Since this article has no abstract, we have provided an extract of the first 100 words of the full text and any section headings.

	Full Text PDF PDA Full Text PowerPoint Slide Set Purchase this article Editorial by Norman, G. Letters Add to Personal Archive Add to Citation Manager Notify a Friend E-mail When Cited E-mail When Letters Appear PubMed Citation

Clinical teachers differ from clinicians in a fundamental way. They must simultaneously foster high-quality patient care and assess the clinical skills and reasoning of learners in order to promote their progress toward independence in the clinical setting.¹ Clinical teachers must diagnose both the patient's clinical problem and the learner's ability and skill.

To assess a learner's diagnostic reasoning strategies effectively, the teacher needs to consider how doctors learn to reason in the clinical environment.^2,3,4 Medical students in a classroom generally organize medical knowledge according to the structure of the curriculum. For example, if pathophysiology is taught according to organ systems, . . . [Full Text of this Article]

Diagnostic Reasoning

Recommendations for Clinical Teachers

Articulating Problem Representations

Strategies for Comparing and Contrasting

Varying Expectations According to Developmental Level

Providing Cognitive Feedback

Encouraging Useful Reading Habits

Source Information

From the Department of Medicine, Oregon Health and Science University, Portland.

Address reprint requests to Dr. Bowen at the Department of Medicine, 3181 S.W. Sam Jackson Park Rd., L-475, Portland, OR 97239, or at bowenj@ohsu.edu.

Related Letters:

Clinical Diagnostic Reasoning
Levy P. D., Sherwin R. L., Kuhn G. J., McColl G. J., Groves M. A., Echols M. R., Garman K. S., Lyles K. W., Marsh E., Sorisky A., Grossman P. D., Rodríguez M. A., Bowen J. L.
Extract | Full Text | PDF  
N Engl J Med 2007; 356:1272-1274, Mar 22, 2007. Correspondence

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