A single-centre audit of junior doctors' diagnostic activity in medical admissions.

@article{Bhandari2009ASA,
  title={A single-centre audit of junior doctors' diagnostic activity in medical admissions.},
  author={Sunil Bhandari},
  journal={The journal of the Royal College of Physicians of Edinburgh},
  year={2009},
  volume={39 4},
  pages={
          307-12
        }
}
  • S. Bhandari
  • Published 1 December 2009
  • Medicine
  • The journal of the Royal College of Physicians of Edinburgh
Practising doctors are distinguished from other healthcare staff by their role in making a clinical diagnosis. Huge changes in training and working practice in the past 15 years may have left many junior doctors ill equipped or preferring not to synthesise information to conclude a clerking with a diagnosis or differential diagnosis. This report details a retrospective study of acute medical admissions (AMU) first seen in the emergency department (A&E) and the diagnostic activity of junior… 

Figures from this paper

Clinical diagnosis by junior doctors - How confident and accurate are they

Documentation of correct diagnosis improved with the grade of the doctor, from IMO to MR in both study settings and also with the order of clerking.

Consultant experience as a determinant of outcomes in emergency medical admissions.

Waiting times and decision-making behind acute plastic surgery referrals in the UK

It is confirmed that priorities other than clinical need may influence A&E referral behavior and provides valuable insights into the challenges and drivers determining it.

Fourth-year medical students’ experiences of diagnostic consultations in a simulated primary care setting

The present findings call into question the assumption that observation-based assessment of the performance of medical students during simulated consultations can be reliably used to assess their diagnostic skills.

Improved outcomes of high-risk emergency medical admissions cared for by experienced physicians.

High-risk but not low- risk patients have improved outcomes when cared for by physicians with greater experience, and no difference in outcomes was found for low-risk patients.

Potential cost savings by minimisation of blood sample delays on care decision making in urgent care services

Letter by Cooper et al Regarding the Article, "Incorporating Nonphysician Stroke Specialists Into the Stroke Team".

A retrospective review of the SNP model’s diagnostic performance in a consecutive series of 692 patient assessments suggested that this focused proficiency can be acquired in significantly less time than the average 10 years it takes to develop an expert medical practitioner.

Clinical reasoning and causal attribution in medical diagnosis

The research on which this thesis is based explored and examined the social process of medical diagnosis and provides an explanation of the clinical reasoning and causal attribution used by physicians.

Improving emergency department management of paediatric clavicle fractures: a complete audit cycle.

The study found that implementation of the protocol reduced unnecessary attendance at clinic from 85% (47/55) to 17% (4/23), which resulted in cost savings to the trust and reduced the pressure on staff working in busy fracture clinics.

The death of diagnosis.

We have observed that junior doctors appear reluctant to attempt a diagnosis nowadays and tend to leave the diagnosis box in the clerking form blank, or record a descriptive term, eg ‘collapse

References

SHOWING 1-10 OF 15 REFERENCES

Relative contributions of history-taking, physical examination, and laboratory investigation to diagnosis and management of medical outpatients.

To evaluate the relative importance of the medical history, the physical examination, and laboratory investigations in the diagnosis and management of medical outpatients some physicians recorded

An evaluation of the performance in the UK Royal College of Anaesthetists primary examination by UK medical school and gender

Graduates from each of the medical schools in the UK do show differences in performance in the MCQ section of the primary FRCA, but significant curriculum change does not lead to deterioration in post graduate examination performance.

Clinical problem solving and diagnostic decision making: selective review of the cognitive literature

The psychological processes employed in identifying and solving diagnostic problems are described and analyses and errors and pitfalls in diagnostic reasoning are reviewed in the light of two particularly influential approaches: problem solving1, 2, 3 and decision making.

Clinical diagnostic reasoning.

It is believed that acknowledgment of alternative bases for hypothesis generation and of the iterative nature of hypothesis refinement will further assist educators in improving students’ diagnostic reasoning strategies.

Diagnostic strategies used in primary care

The strategies used by general practitioners in making a diagnosis are being formally recognised; this article is the first in a series that will illustrate their application, and is accompanied by a

Graduates of different UK medical schools show substantial differences in performance on MRCP(UK) Part 1, Part 2 and PACES examinations

The performance of UK graduates who have taken MRCP(UK) Part 1 and Part 2, which are multiple-choice assessments, and PACES, an assessment using real and simulated patients of clinical examination skills and communication skills is assessed, and the reasons for the differences between medical schools are explored.

Common problems: a safe diagnostic strategy.

This paper outlines a diagnostic model applicable to all common problems encountered in general practice. It has an inbuilt safety strategy to help the busy practitioner consider life threatening

Building on experience--the development of clinical reasoning.

  • G. Norman
  • Education, Medicine
    The New England journal of medicine
  • 2006
As medical students become physicians, they need to learn to diagnose and manage clinical problems — a process often referred to as developing clinical reasoning skills, and little was known about the process, but the belief was that if it were better understood, it could be taught more effectively.

Marrying Content and Process in Clinical Method Teaching: Enhancing the Calgary–Cambridge Guides

A comprehensive clinical method is proposed that explicitly integrates traditional clinical method with effective communication skills and incorporates patient-centered medicine into both process and content aspects of the medical interview.

Educational strategies to promote clinical diagnostic reasoning.

  • J. Bowen
  • Education
    The New England journal of medicine
  • 2006
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