Variation in medical students' approaches to diagnosis: a basis for initiating conceptual change among teachers and students

Objectives This study examines Finnish medical students' approaches to diag nosis and investigates further how medical teachers can use information abo ut variation in their students' approaches to diagnosis to foster teaching in medical school. Design The medical students responded to the Conceptions and Experiences of Diagnosis Inventory (CEDI). Setting Faculty of Medicine, University of Helsinki. Subjects Ninety medica l students in their clinical years and eight clinical teachers from the sam e Faculty of Medicine. Results The 11 subscales of the CEDI formed two contrasting factors: the fi rst reflecting variation in 'non-virtuously' labelled, and the second in 'v irtuously' labelled, aspects of diagnosis. Conclusions Cluster analyses revealed subgroup characteristics of students' diagnostic processes that are of potential benefit to both students and te achers. Teacher interviews indicated that, for students, the CEDI may act a s a self-assessment tool to help develop their diagnostic and metacognitive skills. For teachers, the CEDI was seen to offer important information abo ut their students' conceptions of diagnosis and diagnostic skills.