Variation in medical students' approaches to diagnosis: a basis for initiating conceptual change among teachers and students.
OBJECTIVE
This study examines Finnish medical students' approaches to diagnosis and investigates further how medical teachers can use information about variation in their students' approaches to diagnosis to foster teaching in medical school.


METHODS
The medical students responded to the Conceptions and Experiences of Diagnosis Inventory (CEDI).


METHODS
Faculty of Medicine, University of Helsinki.


METHODS
Ninety medical students in their clinical years and eight clinical teachers from the same Faculty of Medicine.


RESULTS
The 11 subscales of the CEDI formed two contrasting factors: the first reflecting variation in 'non-virtuously' labelled, and the second in 'virtuously' labelled, aspects of diagnosis.


CONCLUSIONS
Cluster analyses revealed subgroup characteristics of students' diagnostic processes that are of potential benefit to both students and teachers. Teacher interviews indicated that, for students, the CEDI may act as a self-assessment tool to help develop their diagnostic and metacognitive skills. For teachers, the CEDI was seen to offer important information about their students' conceptions of diagnosis and diagnostic skills.
Lindblom-Ylänne
S
S
Faculty of Medicine, University of Helsinki, Finland.
Meyer
J H
JH
D003933:Diagnosis; D004504:Education, Medical, Undergraduate; D005387:Finland; D006801:Humans; D007858:Learning; D013663:Teaching / Q000379:methods*