Publisher's Synopsis
Excerpt from Modelling the Diagnostic Process
In this paper, the process of diagnosis will be considered as the problem-solving activity directed toward the classification of a patient for the purpose of relating experience with past patients to him and assessing the therapeutic and prognostic implications of his condition. Because the ability to solve diagnostic problems is crucial to the delivery of appropriate medical care, the development of the requisite skills in young physicians is particularly important. The present process of medical education does not provide the student with a logical structure within which he can develop his abilities. Generally the student learns about diagnosis as a derivative of his learning of disease patterns. The approach is sometimes ill-structured and erratic. This situation arises out of the absence of a formalism for diagnosis in medical education. That such a formalism does not exist may result from a belief that the diagnostic processes are so highly individualistic and obscure as to elude precise.
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