Teaching Diagnostic Thinking Using a More Explicit Approach
Transcript of Teaching Diagnostic Thinking Using a More Explicit Approach
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Teaching Diagnostic Thinking Using a More
Explicit Approach W. Scott Richardson, M.D.
Medical Partnership, Athens Three Owl Learning Institute
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Conflicts, etc. • I have no financial ties with industry
that pose a conflict of interest regarding the content of this presentation
• I will not be discussing “off label” uses of any medications or devices
• Image copyrights are retained by their original creators, publishers, etc.
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Coming Your Way … • Define diagnostic
error, view causes • Define 2 modes
diagnostic thinking • Identify explicit
approach to teaching diagnosis
• Consider whether it will reduce error
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Diagnostic Error • Distinguish between the error (process)
and the resulting harm (outcome)
• Diagnosis that is missed, wrong, or delayed, as detected by some subsequent definitive test or finding
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How frequent is Dx Err?
• Clinical studies: ~ 5 – 15% encounters • Autopsy studies: ~ 5% lethal Dx error,
with ~ 25% overall Dx errors • Harvard Medical Practice study: more
likely to cause harm by Dx Error than by drugs (14% vs. 9%)
• Also, misdiagnosis considered negligent ~75%
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Causes of Error – Graber et al
Retrospective study over 5 years at several academic medical centers 100 cases of diagnostic error Average of 5.9 errors/case • No fault 44% • System-related 65% • Cognitive 74% Graber et al Arch IM 2005
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Cognitive Errors • Knowledge 11 • Data gathering 45 • Info processing 159 • Metacognition and
Verification 106 • • Both knowing
and thinking
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How is diagnostic thinking often taught?
Diagnostic Thinking: • Implicit
• Haphazard
• Fragmented, asynchronous
Curricular Context: • Crowded
• Incoherent
• Segregated
• Devalued
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What is Clinical Diagnosis? An effort to recognize the class to which
a patient’s illness belongs so that, based on our prior experience with that class, the subsequent clinical acts we can afford to carry out, and the patient is willing to follow, will maximize that patient’s health.
Sackett DL, Clinical Epidemiology, 2/e, 1991
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Cases a & b
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‘Perceptual’ Mode • Rapidly recognize
patient’s illness as an instance of a familiar disorder
• ‘Pattern recognition’ or ‘skill-based’
• Rapid, automatic • ‘Pre-analytic’ phase
of perception
• Speed > Power • Requires familiarity
from experience • We all use this mode
(we can’t stop ourselves)
• Experts in field use this mode for ~80% cases in their field
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Perceptual Dx: Strengths • Speed: ~ 0.5 sec • If experienced, is
reasonably accurate • Draws on multiple
senses for perception
• Calibrated to our practice setting
• Self updating
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Perceptual Dx: Limitations • Inexperience
• ‘Look-alikes’
• Atypical or new presentations
• Finding has more than one cause*
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‘Dual Process Model’ Dx Perceptual (Non-analytic)
• Rapidly recognize patient’s illness as an instance of a familiar disorder
• ‘Pattern recognition’ or ‘skill-based’
• Rapid, automatic • ‘Pre-analytic’ phase of
perception
Analytic
• Recognize problem • Recall knowledge • Use it to make
inferences & draw conclusions
• Derive unique diagnostic solution for this patient’s illness
• Coherent narrative*
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‘Analytic’ Mode • Recognize problem • Recall knowledge • Use it to make
inferences & draw conclusions
• Derive unique diagnostic solution for this patient’s illness
• Coherent narrative*
• Slower, deliberate • Explicit, structured
knowledge • Requires knowledge
and reasoning • Experts in field use
this mode for ~20% cases in their field
• Must be learned
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Analytic Dx: Strengths • Power > speed • Highly accurate • Draws on multiple
sources of knowledge • Can be used with or
without experience • Derived solutions can
be recognized later* • Transfers well to new
clinical settings
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Analytic Dx: Limitations • Wrong or absent
knowledge • Wrong reasoning • Slower, ‘resource
intensive’ • Affected by human
cognitive psychology • Requires active
updating with new knowledge
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1 Gather Clinical Findings • 68M, right-handed,
smokes heavily, notice bilateral finger clubbing
• Causes? • What additional history
should we gather? • What exam findings
should we seek?
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2a Recognize ‘clinical problem’
• Single symptoms • Single signs • Single test results • Groups of symptoms • Groups of symptoms + signs • Groups of symptoms + signs + results • Whole clinical syndromes • … but not yet the final diagnosis
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2b Frame ‘problem synthesis’
• Concise (1 sentence) statement of the clinical problem(s) and the context
• Evolves as information accumulates • Temporary framework or ‘scaffold’ for
building a diagnostic solution • Syntax: This is a case of <clinical
problem> in this person with <context> • Context: whole person, link to problem
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Problem Synthesis – example • “This is a case of
bilateral finger clubbing in this older right-handed man who smokes heavily”
• Note the syntax “This is a case of ... in this person with ...”
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3 Select Differential Diagnosis
• General: methods we use to consider possible causes of patient’s illness before selecting the final diagnosis
• Patient-specific ‘DDx’: the result of using those methods
→What you think of drives what you find →What you don’t think of, you won’t find
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Patient-Specific Differential Diagnosis ‘DDx’
• Leading Hypothesis – Single best explanation for illness – What you really think it is
• Active Alternatives – 1 – 5 disorders: likely, serious, treatable – What you want to be sure it isn’t
• Other Hypotheses – Not likely, serious or treatable enough …
• (Excluded hypotheses)
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Pt-specific DDx: Example • Leading hypothesis:
– ‘COAD’ • Active alternatives:
– Lung cancer – Bronchiectasis – Chronic infection, e.g TB
• Other: – Cystic fibrosis
• (Excluded: none yet)
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4 Select & Interpret Tests • For leading hypothesis:
– Select test(s) to confirm this condition – Start initial treatment
• For active alternatives – Select test(s) to exclude these disorders – Start initial treatment?
• Other Hypotheses – Do no tests now; reconsider if unexplained
• (Excluded hypotheses)
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5 Verification: “6 Tests” • Adequacy • Coherence • Primacy • Parsimony • Robustness • Prediction
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Traditions in Analytic Diagnostic Thinking
Descriptive Criteria-based Anatomic Pathophysiologic Bio-psycho-social + Probabilistic
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Why ‘traditions’? • Historical roots • Protagonists and
detractors • Way of knowing
(epistemology) • Way of building
case (rhetoric) • Each useful often,
not always
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Probabilistic reasoning
Estimate pretest probability, then as each new result comes, use its LR to revise probability, until we cross a threshold for action: wait (and don’t test), test further, or treat
Treatment threshold
Test threshold
Treat Test
0 1 Post-test probability
Wait
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‘Disease 7’ • Cause/Pathophysiology • Exposures/Risk factors • Clinical manifestations • Diagnostic test strategy • Treatments • Complication/Prognosis • Associated conditions
• Need to know about a disease in order to diagnose it
• As knowledge grows, add depth and update
• Explicit structures
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‘Clinical Problem 5’ • Problem definition • Causes • Clinical findings • Tests • Diagnostic
strategies
• Need to know how to work from presenting clinical problems forward to the final diagnosis
• As knowledge grows, add depth and update
• Explicit structure
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‘Current Predicament’ Analytic Thinking: • Implicit
• Haphazard
• Fragmented, asynchronous
Curricular Context: • Crowded
• Incoherent
• Segregated
• Devalued
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Affect Analytic Thinking? • Store relevant K • Recognize, discern
problems • Recall relevant K • Infer from findings • Build case for or
against explanation • Troubleshoot, e.g.
metacognition
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Curriculum Overview
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Can we predict ... ? • Implicit, haphazard
approach to teach diagnosis may contribute to errors
• Explicit approach to teach diagnosis is available
• Will it reduce diagnostic error?