Educational Strategies to Promote Clinical Diagnostic Reasoning
Abstract
This article considers how doctors learn to reason in the clinical environment and recommends practical approaches that clinical teachers can use to promote the development of strong diagnostic reasoning skills in their students.
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Clinicians adeptly employ both pattern recognition (System 1) and deliberate analytical processes (System 2) concurrently, selecting the most appropriate approach based on their expertise.
“Clinicians adeptly employ these cognitive strategies concurrently, selecting the most appropriate approach based on their expertize32.”
From Large Language Models lack essential metacognition for reliable medical reasoning (2025) · cites this paper as [32]
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References 24 · Cited by 931
- Authors
- Bowen, J. L.
- Affiliations
- Oregon Health & Science University (US)
- Corresponding author
- Bowen, Judith L.
- ORCID
- Bowen, Judith L.
- Venue
- New England Journal of Medicine
- Publisher
- Massachusetts Medical Society
- Published
- 2006-11-23
- Volume
- 355
- Issue
- 21
- Pages
- 2217-2225
- ISSN
- 0028-4793 (ISSN-L)
- 1533-4406
- OpenAlex
- W2058373465
- Cited by
- 931
- References
- 24
- Citations by year
- 2026: 56 · 2025: 62 · 2024: 50 · 2023: 53 · 2022: 43 · 2021: 59 · 2020: 54 · 2019: 47 · 2018: 50 · 2017: 55 · 2016: 51 · 2015: 43 · 2014: 49 · 2013: 48 · 2012: 46
- FWCI
- 17.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- New England Journal of Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
- Keywords
- medical education, clinical teaching, clinical reasoning development, medical students
- MeSH terms
- Clinical Competence, Cognition, Diagnosis, Differential, Education, Medical, Gout, Humans, Infections, Osteoarthritis, Teaching, Thinking
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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