title: Teaching clinical medicine: the key principals.
abstract: BACKGROUND
  Many studies analyse the diagnostic process, diagnostic errors and diagnostic excellence but few provide a broad, yet practical view of this complex and highly context-dependent challenge.
  
  
  METHODS
  A personal, experience- and research-based selection of the principles of data collection, processing and clinical reasoning found to be most useful in achieving an efficient, timely and patient-centered diagnosis.
  
  
  RESULTS
  Twenty-four principles were identified and each one is presented followed by a brief commentary.
  
  
  CONCLUSIONS
  No single strategy can provide a solution for all diagnostic problems. However, the 24 principles have proven validity and can be applied for solving diagnostic problems in varied settings and as a scaffold in teaching diagnosis at all levels of medical education.
authors: From the Ethox Centre, Department of Public Health, University of Oxford, Oxford, UK and Faculty of Medicine, Hebrew University Hadassah Medical School, Jerusalem, Israel From the Ethox Centre, Department of Public Health, University of Oxford, Oxford, UK and Faculty of Medicine, Hebrew University Hadassah Medical School, Jerusalem, Israel amischatt@gmail.com.
authors: A
authors: A
authors: Schattner
mesh_terms: D002983:Clinical Competence / Q000592:standards; D000066491:Clinical Decision-Making / Q000379:methods; D015510:Clinical Medicine / Q000193:education*; D003625:Data Collection; D003951:Diagnostic Errors; D004501:Education, Medical / Q000379:methods*; D000068156:Formative Feedback; D006801:Humans; D015588:Observer Variation; D013663:Teaching / Q000379:methods*