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Breakout Session

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

  1. Jonathan S. Ilgen MD, MCR1,*,
  2. Aloysius J. Humbert MD2,
  3. Gloria Kuhn DO, PhD3,
  4. Matthew L. Hansen MD4,
  5. Geoffrey R. Norman PhD5,
  6. Kevin W. Eva PhD6,
  7. Bernard Charlin MD, PhD7,
  8. Jonathan Sherbino MD, MEd8

Article first published online: 26 DEC 2012

DOI: 10.1111/acem.12034

Issue

Academic Emergency Medicine

Academic Emergency Medicine

Special Issue: 2012 AEM Consensus Conference Special Issue: Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success. Guest Editors: John Burton, Terry Kowalenko, Richard Lammers

Volume 19, Issue 12, pages 1454–1461, December 2012

Additional Information

How to Cite

ACADEMIC EMERGENCY MEDICINE 2012; 19: 1454–1461 © 2012 by the Society for Academic Emergency Medicine

Author Information

  1. 1

    Division of Emergency Medicine, University of Washington School of Medicine, Seattle, WA

  2. 2

    Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN

  3. 3

    Department of Emergency Medicine, Wayne State University, Detroit, MI

  4. 4

    Department of Emergency Medicine, Oregon Health & Science University, Portland, OR

  5. 5

    Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada

  6. 6

    Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada

  7. 7

    Center of Pedagogy Applied to Health Sciences, University of Montreal, Montreal, Quebec, Canada

  8. 8

    Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada

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

  1. 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.

  2. 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.

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

Publication History

  1. Issue published online: 26 DEC 2012
  2. Article first published online: 26 DEC 2012
  3. Manuscript Accepted: 27 JUN 2012
  4. Manuscript Received: 26 JUN 2012

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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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