Where did diagnosis education go, and why?

This article in the Annals of Internal Medicine echoes many blog posts – Diagnostic Reasoning: An Endangered Competency in Internal Medicine Training The article ends with this paragraph: As we strive to ensure that the diagnostic process receives the attention it deserves in our internal medicine training programs, we must look to the challenges that have resulted in our shift of focus and work to provide solutions that return this art form to the forefront of our training models. We need to build time for trainees to develop curiosity without constraint, rewarding the diagnostic reasoning process and looking to compensate for imperfect systems that hinder optimal decision making. We also need to amalgamate the great strides being made in diagnostic technologies, with a focus on the cognitive psychology underpinning our decision-making process. In this way, we hope to begin turning the tide on diagnostic errors—a major patient safety concern—and to ensure that great internist remains synonymous with great diagnostician. Diagnosis education clearly had primacy in the 1970s when I went through medical school and residency.  I have always considered diagnosis as our first and most important responsibility.  Sometime, when I was not really paying attention, that focus shifted. This morning I did a quick Google search on “add to medical school curriculum”.  I quickly found articles imploring us to add nutrition & diet, opioids, health care policy,...
Source: DB's Medical Rants - Category: Internal Medicine Authors: Tags: Medical Rants Source Type: blogs