Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum.

ABSTRACT

OBJECTIVES: Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums. METHODS: We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator. RESULTS: The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills. CONCLUSIONS: The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.