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08/07/26

Should we prioritize knowledge gain or process improvement when teaching diagnostic reasoning? Insights from how medical students engage with deliberate reflection.

Frewin, Timothy; Taqui Ali, Bizath; Scott, Ian; Eva, Rhiannon; Dutkiewicz, Katrina; Qureshi, Natasha; Eva, Kevin W. Med Teach.

Collection Topics
Cognition and Decision Making Health Professional Education
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Summary

Diagnostic reasoning education must develop more than factual knowledge; clinicians must also learn effective diagnostic processes. This Australian qualitative educational study examines how 10 medical students engaged with a deliberate reflection "grid" during diagnostic reasoning instruction. The findings suggest reflection may influence process-oriented reasoning rather than simply increase knowledge. The study supports educational approaches that explicitly cultivate metacognition, diagnostic flexibility, and awareness of reasoning processes.
Read the paper
Frewin T, Taqui Ali B, Scott I, et al. Should we prioritize knowledge gain or process improvement when teaching diagnostic reasoning? Insights from how medical students engage with deliberate reflection. Med Teach. Epub 2026 Aug 7.