ArticleAMIA ... Annual Symposium proceedings. AMIA Symposium2018
DrKnow: A Diagnostic Learning Tool with Feedback from Automated Clinical Decision Support.
Article in AMIA ... Annual Symposium proceedings. AMIA Symposium, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 6 citations in OpenAlex.
- Pneumonia diagnosis performance in the emergency department: a mixed-methods study about clinicians' experiences and exploration of individual differences and response to diagnostic performance feedback.Journal of the American Medical Informatics Association : JAMIA · 2024Article
- The Global Use of Artificial Intelligence in the Undergraduate Medical Curriculum: A Systematic Review.Cureus · 2023Review
- Development and Validation of a Machine Learning Model for Automated Assessment of Resident Clinical Reasoning Documentation.Journal of general internal medicine · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Providing medical trainees with effective feedback is critical to the successful development of their diagnostic reasoning skills. We present the design of DrKnow, a web-based learning application that utilises a clinical decision support system (CDSS) and virtual cases to support the development of problem-solving and decision-making skills in medical students. Based on the clinical information they request and prioritise, DrKnow provides personalised feedback to help students develop differential and provisional diagnoses at key decision points as they work through the virtual cases. Once students make a final diagnosis, DrKnow presents students with information about their overall diagnostic performance as well as recommendations for diagnosing similar cases. This paper argues that designing DrKnow around a task-sensitive CDSS provides a suitable approach enabling positive student learning outcomes, while simultaneously overcoming the resource challenges of expert clinician-supported bedside teaching.
Indexed as
Identifiers
30815179PMC6371235W2941405514What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.