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This conceptual analysis highlights the need for enhanced training in diagnostic decision-making in medical education.
If the essence of clinical practice is a process of sequential problem-solving, whereby a physician works with a patient to formulate a series of decisions about diagnostic treatment, then it would naturally follow that the essence of medical education should evolve around the training of would-be clinicians in the difficult art of diagnostic decision-making. Yet this is not often the case.
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H. R. Warner (1989) studied this question.
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