Teaching clinical medicine: The key principals

Abstract

Background: Many studies analyse the diagnostic process, diagnostic errors and diagnostic excellence but few provide a broad, yet practical view of this complex and highly context-dependent challenge. Methods: A personal, experience- and researchbased selection of the principles of data collection, processing and clinical reasoning found to be most useful in achieving an efficient, timely and patientcentered diagnosis. Results: Twenty-four principles were identified and each one is presented followed by a brief commentary. Conclusions: No single strategy can provide a solution for all diagnostic problems. However, the 24 principles have proven validity and can be applied for solving diagnostic problems in varied settings and as a scaffold in teaching diagnosis at all levels of medical education.