Factors associated with clinical reasoning ability - knowing what you don't know

Bruno, Michael mbruno at HMC.PSU.EDU
Mon Sep 12 12:48:44 UTC 2016


Thanks Stefanie, Joe & Mark!  This has been a great discussion thread, and I really appreciate the Colbert article.

It actually reminded me of something I first heard about 14 years ago:

“There are known knowns; there are things we know that we know.  There are known unknowns, that is to say there are things that we know we don’t know.  But there are also unknown unknowns; there are things we do not know
we don’t know.”
—Donald Rumsfeld


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Also, I think that – in response to one of marks points, which I’ve highlighted in red below – if clinicians took the time to interact more with us in Radiology (which used to be common, but now is rare) they would help us prevent a large number of radiologist errors as well.

All the best,

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From: Stefanie Lee [mailto:stefanieylee at GMAIL.COM]
Sent: Friday, September 09, 2016 11:51 PM
To: IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG
Subject: Re: [IMPROVEDX] Factors associated with clinical reasoning ability

Thank you all for the thought-provoking insights! To add an observation from the settings where I've worked: a common characteristic of clinicians who rarely get into serious trouble with diagnostic error seems to be their ability to "know what they don't know."

In practice, this means they are skilled at discriminating when they can confidently make a diagnosis, versus when a case may be out of their depth.

In the latter instance, they acknowledge and take steps to manage that uncertainty: doing more research on the topic, consulting colleagues, or recommending a course of action that ensures the patient is reevaluated in a timely manner.

If someone does not recognize a case as needing extra attention/assistance, they may offer a diagnosis with more confidence than is warranted, not seek input from others, or fail to convey the need for close followup and/or further workup, increasing the risk of diagnostic error.

-- Questions: How successfully can the ability to "know what you don't know" be fostered in trainees or practicing clinicians? (attached an article on teaching metacognitive skills)

Does work on this essentially overlap, or does it differ in any way from efforts to teach cognitive debiasing or improve situational awareness?

With appreciation for everyone's input,
Stefanie

On 31 August 2016 at 11:30, Grubenhoff, Joe <Joe.Grubenhoff at childrenscolorado.org<mailto:Joe.Grubenhoff at childrenscolorado.org>> wrote:

It would be great to hear from others on the listserv about this.  What observable behaviors characterize clinicians who excel at diagnosis?

1)      In the academic setting, providers who tend to use a Socratic approach to draw out their learners’ reasoning are often very adept at diagnosis.

2)      Providers who tend to share their personal stories of erroneous diagnosis AND impart their deconstruction of what led to the error demonstrate an introspection and willingness to serve the success of all by admitting their own “faults”: this underlies a general commitment to improve one’s own dx acumen.

3)      The generalist who, when getting advice from a consultant, is willing to say: “I did not know X,Y,Z. Can you explain this to me so I can catch in the future?”

4)      Along the lines of #3, being willing to tell a patient, I’m not sure what this is and I’m going to look something up. (humility and quest for new knowledge)

a.       As a med student I was seeing a gentleman with AIDS in a VA gen surg clinic with deep purple skin lesions. The surgeon told me to go read up on skin manifestations of AIDS since I admitted I knew nothing. The man had Kaposi sarcomas. I’m now a peds ER doc so never see these but the lesson stayed with me.

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From: Mark Graber [mailto:mark.graber at IMPROVEDIAGNOSIS.ORG<mailto:mark.graber at IMPROVEDIAGNOSIS.ORG>]
Sent: Wednesday, August 31, 2016 7:38 AM
To: IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG<mailto:IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG>
Subject: Re: [IMPROVEDX] Factors associated with clinical reasoning ability

Thanks for sharing Dr Manesh’ survey, Shantanu.
If the goal is to assess their clinical reasoning, I’d like to see other questions, like these:
            When confronted with a new diagnostic challenge, I regularly construct (and document) a differential diagnosis
            When I’m not sure of a diagnosis or ’the next step', I get a second opinion from a peer
            When I’ve reached a tentative diagnosis, I consider whether my conclusion might have been influenced by a cognitive bias
If the goal is broader, looking at success in the diagnostic process, there are other key behaviors that are relevant:
            Have I succeeded in making the patient a partner in the diagnostic process?
            Does my patient know when, why, and how to get back to me if the symptoms persist, change or don’t respond to treatment?
            How often do I personally interact with the radiologists or pathologists interpreting diagnostic tests on my patients?
            According to independent surveys, how effectively am I communicating with my patients?
            Do I keep a record of tests and consults ordered and make sure I close the loop on all of these?
            Do I designate a surrogate to review returning test results if I’m going on vacation?
It would be great to hear from others on the listserv about this.  What observable behaviors characterize clinicians who excel at diagnosis?
Mark

Mark L Graber MD FACP
Senior Fellow, RTI International
Professor Emeritus, SUNY Stony Brook
President, Society to Improve Diagnosis in Medicine


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