Bias mitigation skills in diagnostic reasoning: utilizing a situated cognition approach.

Both systemic and clinician biases can affect diagnostic accuracy for patients from low socioeconomic backgrounds. In this commentary, the authors describe a curriculum that builds bias-mitigation skills through context-specific clinical experiences rather than generic lists of cognitive biases. Thirty third-year internal medicine students tested the combined approach, highlighting its value in identifying situational triggers and adapting reasoning strategies to reduce bias. The model offers a practical way to integrate social context into diagnostic decision-making education.