Adjusting Our Lens: Can Developmental Differences in Diagnostic Reasoning Be Harnessed to Improve Health Professional and Trainee Assessment?
Bibliographic record
Abstract
OBJECTIVES: Research in cognition has yielded considerable understanding of the diagnostic reasoning process and its evolution during clinical training. This study sought to determine whether or not this literature could be used to improve the assessment of trainees' diagnostic skill by manipulating testing conditions that encourage different modes of reasoning. METHODS: The authors developed an online, vignette-based instrument with two sets of testing instructions. The "first impression" condition encouraged nonanalytic responses while the "directed search" condition prompted structured analytic responses. Subjects encountered six cases under the first impression condition and then six cases under the directed search condition. Each condition had three straightforward (simple) and three ambiguous (complex) cases. Subjects were stratified by clinical experience: novice (third- and fourth-year medical students), intermediate (postgraduate year [PGY] 1 and 2 residents), and experienced (PGY 3 residents and faculty). Two investigators scored the exams independently. Mean diagnostic accuracies were calculated for each group. Differences in diagnostic accuracy and reliability of the examination as a function of the predictor variables were assessed. RESULTS: The examination was completed by 115 subjects. Diagnostic accuracy was significantly associated with the independent variables of case complexity, clinical experience, and testing condition. Overall, mean diagnostic accuracy and the extent to which the test consistently discriminated between subjects (i.e., yielded reliable scores) was higher when participants were given directed search instructions than when they were given first impression instructions. In addition, the pattern of reliability was found to depend on experience: simple cases offered the best reliability for discriminating between novices, complex cases offered the best reliability for discriminating between intermediate residents, and neither type of case discriminated well between experienced practitioners. CONCLUSIONS: These results yield concrete guidance regarding test construction for the purpose of diagnostic skill assessment. The instruction strategy and complexity of cases selected should depend on the experience level and breadth of experience of the subjects one is attempting to assess.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.076 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".