Learning sciences principles that can inform the construction of new approaches to diagnostic training

Abstract

The author suggests that the ill-defined nature of human diseases is a little appreciated, nonetheless important contributor to persistent and high levels of diagnostic error. Furthermore, medical education's continued use of traditional, non-evidence based approaches to diagnostic training represents a systematic flaw likely perpetuating sub-optimal diagnostic performance in patients suffering from ill-defined diseases. This manuscript briefly describes how Learning Sciences findings elucidating how humans reason in the face of the uncertainty and complexity posed by ill-defined diseases might serve as guiding principles in the formulation of first steps towards a codified, 21st century approach to training and assessing the diagnostic capabilities of future health care providers.

Keywords: diagnostic errors; diagnostic training; learning sciences.