Assessing Diagnostic Reasoning: A Consensus Statement Summarizing Theory, Practice, and Future Needs

Authors


  • Breakout session participants: Chandra Aubin, Kat Bailey, Jeremy Branzetti, Rob Cloutier, Eva Delgado, Frank Fernandez, Doug Franzen, Robert Furlong, David Gordon, Nikhil Goyal, Richard Gray, Nathan Haas, Danielle Hart, Emily Hayden, Corey Heitz, Sheryl Heron, Cherri Hobgood, Laura Hopson, Hans House, Sharhabeel Jwayyed, Sorabh Khandelwal, Paul Ko, Amy Kontrick, Richard Lammers, Katrina Leone, Michelle Lin, Kerry McCabe, Chris McDowell, Brian Nelson, Elliot Rodriguez, Nestor Rodriguez, Sally Santen,Tim Schaefer, Jeff Siegelman, Bill Soares, Susan Stern, Tom Swoboda, James Takayesu, Dave Wald, Clare Wallner, John Wightman, Adam Wilson, and Paul Zgurzynski.

  • This paper reports on a workshop session of the 2012 Academic Emergency Medicine consensus conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success,” May 9, 2012, Chicago, IL.

  • The authors have no relevant financial information or potential conflicts of interest to disclose.

Address for correspondence and reprints: Jonathan S. Ilgen, MD, MCR; e-mail: ilgen@u.washington.edu.

Abstract

Assessment of an emergency physician (EP)'s diagnostic reasoning skills is essential for effective training and patient safety. This article summarizes the findings of the diagnostic reasoning assessment track of the 2012 Academic Emergency Medicine consensus conference “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success.” Existing theories of diagnostic reasoning, as they relate to emergency medicine (EM), are outlined. Existing strategies for the assessment of diagnostic reasoning are described. Based on a review of the literature, expert thematic analysis, and iterative consensus agreement during the conference, this article summarizes current assessment gaps and prioritizes future research questions concerning the assessment of diagnostic reasoning in EM.

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