Objectives

After participating in this educational activity, attendees should be able to:

1. Define diagnostic error
2. Define clinical reasoning
3. Describe the key components of clinical reasoning
4. List the Macy/SIDM interprofessional diagnostic competencies
5. Explain the dual process theory of human cognition
6. Discuss the source of diagnostic error including cognitive, systems, and communication-related causes.
7. Discuss the principles of expertise development
8. Apply the principles of expertise development to improve clinical reasoning expertise
9. Discuss strategies to teach clinical reasoning skills to learners
10. Develop a project to improve clinical reasoning teaching and/or diagnostic reliability in their work areas.

Faculty

Harry Hoar III, MD
Pediatric Hospitalist
Associate DIO
Clerkship Director
Assistant Professor, UMMS-Baystate
Assistant Professor, TUSM

Faculty Disclosure

The design and content of Baystate Continuing Interprofessional Education ( CE ) activities support quality improvement in healthcare and provide fair and balanced views of therapeutic options.  Faculty or planner conflicts of interest are resolved before the educational activity.

None of the members of the faculty and planning committee for this educational event have commercial relationships with any entity producing, marketing, re-selling or distributing health care goods and services consumed by or used on patients.