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Previous Volume 355:2251-2252 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.

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As medical students become physicians, they need to learn to diagnose and manage clinical problems — a process often referred to as developing clinical reasoning skills. Researchers have been exploring the nature of clinical diagnostic reasoning for more than three decades. The initial interest was sparked by a new generation of medical schools, such as those at McMaster University and Michigan State University, whose curricula were explicitly directed toward teaching and learning about "clinical problem-solving." Little was known about the process, but the belief was that if it were better understood, we could teach it more effectively. In this issue . . . [Full Text of this Article]

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Dr. Norman is a professor of clinical epidemiology, biostatistics, and psychology and the assistant dean of the Programme for Educational Research and Development at McMaster University, Hamilton, ON, Canada.

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