Advancing Health Care Professional Education and Training in Diagnostic Excellence Proceedings of a Workshop—in Brief (2025) / Chapter Skim
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Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop - in Brief
Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop - in Brief
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the diagnostic process. The workshop explored potential 1,2 and a workshop series on Advancing Diagnostic Excellence.3 ways to improve HPE and training, which included This Proceedings of a Workshop -- in Brief highlights strengthening diagnostic reasoning for trainees and the presentations and discussions that occurred at the educators, promoting the appropriate use of diagnostic workshop.4 tests and technologies to support clinician decision making, fostering patient-centered communication, and advancing HEALTH PROFESSIONS EDUCATION interprofessional education.
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A better organization, and prioritization, noting that the human understanding of the diagnostic process -- how expert brain can do something that computers cannot -- structure diagnosticians think and make decisions -- can help guide complex and ambiguous data so it can be acted upon, future studies on the human–AI interface in achieving both in terms of gathering additional relevant data and the goal of diagnostic excellence and she emphasized determining next steps. She said research has found that the importance of health professions educators actively experts store critical information about disease states collaborating with engineers and information technologists in "illness scripts," which are mental frameworks that in this effort.
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Health professions educators approach to data gathering and the process of diagnosis. have used this knowledge of how diagnosticians think to In the third and fourth years of medical school, clinical develop educational strategies to improve competencies experiences help students to build their illness scripts and in diagnostic reasoning.
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Studies between teacher and trainee, an informed self-assessment of 3 different medical schools found that between 25 and in which trainees receive accurate and reliable information 45 percent of mixed learners (including medical students for them to process and conduct self-assessments, and and residents) were referred to a remediation program a shared mental model.
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Given this spectrum of AI interaction, he stressed the OPTIMIZING THE USE OF DIAGNOSTIC TESTS AND importance of preserving patient and clinician autonomy TECHNOLOGIES and determining what it means to keep humans "in the Leveraging Artificial Intelligence loop." James described a framework for patients and Cornelius James from the University of Michigan Medical clinicians to work with AI in a triadic patient–clinician–AI School presented on leveraging AI and machine learning team in which all parties augment and collaborate with to support diagnostic reasoning, and broadly defined AI as each other. Figure 2 shows the continuous interaction using computers to perform tasks that require objective among all three, and James explained how patients might reasoning and understanding.
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way to reduce antibiotic use. Diagnostic Stewardship Interventions Vaughn illustrated this by using an example of an older Valerie Vaughn from the University of Utah School of adult with dementia admitted to the hospital with a vague Medicine described diagnostic stewardship interventions to complaint, such as altered mental status, who arrives alone ensure appropriate use of diagnostic testing.
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that a simulation objective may focus on diagnostic competency or diagnostic processes rather than just FOSTERING PATIENT-CENTERED COMMUNICATION diagnostic accuracy because competencies and processes Addressing Implicit Bias encompass broader sets of essential, foundational Monica Lypson from Columbia University described skills. This approach facilitates emphasis on effective faculty development approaches to addressing implicit communication, teamwork, and the many other bias in clinical encounters.
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She not to eliminate uncertainty but to equip clinicians with a emphasized the importance of faculty being trained on bias conversational framework that helps patients understand before teaching learners and incentivizing the adoption and manage the uncertainty and feel safe after discharge. A of these bias trainings to improve diagnosis by rewarding toolkit developed for the study included a 21-item checklist faculty who demonstrate excellence in teaching diagnostic informed by an expert panel on diagnostic uncertainty and reasoning.
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Tran emphasized the importance of to improve diagnostic communication and quality for moving older adults up this ladder to achieve meaningful older adults. Tran emphasized how diagnostic errors in engagement, and one strategy is to equip them with tools older adults stem from a complex interplay of structural-, to support participation in the diagnostic process.
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asking older adult patients to review materials; increase geriatric competencies in education and training programs; Gleason said that pre-licensure nursing education explicitly and foster a culture of learning and improvement across names these competencies, and the core competencies education and practice settings. defined by the American Association of Colleges of Nursing include interprofessional partnerships, system-based PROMOTING INTERPROFESSIONAL EDUCATION practice, demonstration of clinical judgment, and Interprofessional Competencies in Nursing contribution as a team member to the formation and Education improvement of diagnoses.
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medical school or physical therapy school, when learners are building skills and knowledge but are not yet practicing To strengthen patient safety, nursing competency, and in clinical settings as health care providers. participation in the diagnostic process, Gleason offered several strategies.
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, a patient-centered care delivery model Despite the benefits, there are barriers to implementing in which a high performing interprofessional team partners the iPACE model, said Hallen. Health care providers are for bedside rounds with the patient and their family to often not trained to round in this way, may perceive co-develop a care plan that is clearly communicated as interprofessional bedside rounds as more inefficient, one message to both the patient and care team.
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He described a study of physicians in School of Medicine talked about her experience as a medical the ED showing that diagnostic errors were reduced by student learning the diagnostic process. During the first nearly one-third when they took a few minutes throughout two years of medical school, "You think of a symptom, the day to discuss their active cases with peers.
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Olson observed health professions, and it could serve as a crucial place of that both premature and delayed diagnoses can lead to intersection for interprofessional education. negative consequences, making the "correct" timing for a diagnosis a "challenging question." He suggested that To close the workshop, Bindman offered his reflections and there may be strategies to identify patterns of care in the thoughts on how much diagnostic education has changed electronic health records to flag potential issues with a since his time in medical school.
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BOX 1 SUGGESTIONS FROM INDIVIDUAL WORKSHOP PARTICIPANTS TO ADVANCE HEALTH CARE PROFESSIONAL EDUCATION AND TRAINING IN DIAGNOSTIC EXCELLENCE Improving Diagnostic Reasoning • Teach learners how to apply and balance Type 1 (fast, intuitive) and Type 2 (slow, analytical)
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. Advancing Interprofessional Education and Team-Based Care • Provide opportunities for health professions learners across disciplines to practice and improve their approach to the diagnostic process, engage in peer consultation and reflection, and work as a collaborative team to deliver care (Gleason, Graber, Hallen, Olson, Osborne)
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2023. A statewide quality clinician–AI triad to improve diagnostic safety.
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Yu, F., A Moehring, O
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2025. Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop -- in Brief.
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