Diagnostic Competence Research Articles

From Anatomy to Algorithm: Scope of AI-Assisted Diagnostic Competencies in Health Sciences Education

From Anatomy to Algorithm: Scope of AI-Assisted Diagnostic Competencies in Health Sciences Education

Advancing Diagnostic Accuracy and Quality of Patient Care Through the Implementation of a Flow Cytometry Quality Assurance Program

Abstract Introduction/Objective Flow cytometry immunophenotypic analysis plays an important role in the diagnosis, classification and disease monitoring of hematological neoplasms. However, interpretation of flow cytometry testing can be challenging, especially when using highly complex antibody panels. Thus exploring ways to improve diagnostic accuracy and in turn improving quality of patient care is needed. Methods/Case Report A flow cytometry quality assurance (QA) program was developed. Cases from various complex flow cytometry panels were randomly selected and cross-reviewed by a second pathologist on a daily basis. The outcomes of the QA review were categorized into three groups: complete agreement, minor discrepancy and major discrepancy. Each discrepancy, once identified, underwent a process of documentation, discussion and resolution. The reports were then modified in a timely manner and the clinical teams were notified of the changes. Recurrent issues and common pitfalls were reviewed and discussed at a weekly QA meeting. Here we summarize our 3-years’ experience with this program. Results (if a Case Study enter NA) In total, 6,166 cases were evaluated by the QA program; 6,028 (97.7%) cases showed complete concordance, 120 (2.0%) cases showed minor discrepancies and 18 (0.3%) cases showed major discrepancies. Antibody panels designed to evaluate mature and immature T-cell abnormalities showed the highest rate of discrepancy, 2.8%, whereas panels designed for evaluation of myelodysplastic syndromes showed the lowest discrepancy rate, 1.7%. When analyzing the trends of concordance and discrepancy over time, we found a statistically significant decrease in discrepancies over time, from 4% at the beginning of the QA program to 1.5% in the most recent time interval. Conclusion The overall concordance rate was 97.7%. The remaining 2.3% cases showed discrepancies that required a correction, underscoring the value and necessity of having a QA program. The overall discrepancy rates exhibited a gradual decline over time, indicative of the positive impact of the QA program on enhancing diagnostic competency and accuracy over time.

Diagnostic Performance of Abbreviated MRI Protocol for Colorectal Liver Metastasis Compared to Dynamic MRI Protocol

Abstract Background Colorectal cancer is the 7th commonest cancer in Egypt, representing 3.47% of male cancers and 3% of female cancers. New treatments and the technological improvements of imaging increase the detection of secondary lesions and consequently improve the survival of these patients. Imaging is an important tool in the management of patients with liver metastases by evaluating and following up the lesions regarding the number, size, site and assessing the resectability. Ultrasound and contrast-enhanced computed tomography (CECT) were the first-line imaging tools for the assessment of metastatic liver lesions. However, these modalities have a low sensitivity and specificity for the detection and characterization of liver lesions. These limitations have paved the way for contrast-enhanced magnetic resonance imaging (CE-MRI), which has now become the modality of choice in triaging patients with suspected colorectal liver metastasis. Abbreviated MRI protocols have emerged as an alternative to standard MRI protocols thus eliminating unnecessary sequences that increase the cost, MRI table time, patient discomfort, and image interpretation time. However, the diagnostic competency is not generally compromised. The purpose of our study is to assess whether an Abbreviated MRI protocol consisting of DWI and T2-W fat- suppressed (FS) sequence has a similar lesion detection performance compared with standard gadoxetic acid–enhanced MRI protocol for colorectal liver metastasis surveillance. Results we found in our study that in the detection of hepatic metastasis in colorectal cancer, abbreviated protocol showed 92.86% sensitivity, 93.55% specificity, 86.67% PPV, 96.67% NPV, and 93.33% overall accuracy. Also, the complete protocol showed 100% sensitivity, 96.8% specificity, 93.3% PPV, 100% NPV, and 97.8% overall accuracy. Conclusions A comparison between abbreviated and complete protocols showed in the detection of hepatic metastasis in colorectal cancer that the complete protocol had higher sensitivity, specificity, PPV, NPV, and accuracy than the abbreviated protocol. However, these differences did not reach a significant level (p > 0.05).

Diagnostic Competence of Educational Psychologists: Current Status and Problems

Today the educational system is changing globally. This requires new criteria for success in professional activities. Refine skills continuously to overcome unexpected challenges. In the context of pedagogical activity, in particular, among educational psychologists, the implementation of this need turns out to be impossible without the presence of diagnostic competence. The article presents a study aimed at identifying the current level of diagnostic competence of educational psychologists and analyzing the difficulties they encounter in their professional activities. The main objectives include determining the level of cognitive knowledge, motivational factors for application in professional activities, and identifying personal problems in the field of diagnostics. The scientific significance of the study lies in the fact that the data obtained represent significant indicators for developing a program to improve the level of diagnostic competence. The practical significance lies in the use of the results to form a model of diagnostic competence of students of educational psychologists in higher educational institutions. To achieve the set objectives, we used sociological methods, which included utilizing the “Questionnaire for express diagnosis of professional difficulties of teachers” (a modification of the methodology by S.V. Danilov, L.P. Shustova, N.I. Kuznetsova), the “Analysis of motivational dominants of diagnostic activities of teachers” (authored by O.I. Dorofeeva), and a test for knowledge of the basics of psychological and pedagogical diagnostics. 35 educational psychologists from the Zhetysu region with various qualification categories took part. We will use the obtained results to further improve the system of teaching diagnostic competence in higher education institutions.

Training and Sustaining: Training and Learning Collaborative Outcomes Across a Statewide Network for Early Autism Diagnosis.

The objective of this study was to describe the development of a primary care professional (PCP) autism diagnosis training model and to report on outcomes related to PCP training and sustained engagement in a longitudinal learning collaborative. We developed Accelerating the Diagnosis of Autism with Primary care Training (ADAPT), a training program to prepare PCPs to develop independent competency in evaluation of autism in children aged 14 to 48 months. ADAPT includes didactic and case-based modules and practice-based coaching delivered by an expert diagnostic specialist; after training, PCPs participate in a longitudinal learning collaborative. Aligned with competency-based medical education standards, measures of autism evaluation knowledge and diagnostic competency are collected. From 2021 to 2023, 13 PCPs completed ADAPT didactic and practicum training to reach competency in independent autism evaluation. Clinicians demonstrated significant improvement in total autism knowledge after didactic training (p = 0.02). Scoring agreement on an autism observational assessment tool between clinicians and expert diagnosticians improved over case observations and practicum evaluations. Similarly, PCPs demonstrated improved evaluation competence, moving on average from Advanced Beginner to Competent Performer as rated by expert diagnosticians. After training, PCPs attended 57% of monthly learning collaborative sessions. Training PCPs to deliver autism evaluations for young children as part of tiered community-based models of care is a promising solution to address access and waitlist challenges. ADAPT is an intensive, standardized PCP training model that results in achievement of independent competency and sustained engagement in autism evaluation. Effectiveness-implementation studies are needed to ensure scalability and sustainability of training models.

Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Acquiring diagnostic ultrasound competencies and skills is crucial in modern health care, and achieving the practical experience is vital in developing the necessary anatomy interpretation and scan acquisition skills. However, traditional teaching methods may not be sufficient to provide hands-on practice, which is essential for this skill acquisition. This paper explores various modalities and instructors involved in ultrasound education to identify the most effective approaches. The field of ultrasound instruction is enriched by the diverse roles of physicians, anatomists, peer tutors, and sonographers. All these healthcare professionals can inspire and empower the next generation of ultrasound practitioners with continuous training and support. Physicians bring their clinical expertise to the table, while anatomists enhance the understanding of anatomical knowledge through ultrasound integration. Peer tutors, often medical students, provide a layer of social congruence and motivation to the learning process. Sonographers provide intensive practical experience and structured learning plans to students. By combining different instructors and teaching methods, success can be achieved in ultrasound education. An ultrasound curriculum organized by experts in the field can lead to more efficient use of resources and better learning outcomes. Empowering students through peer-assisted learning can also ease the burden on faculty. Every instructor must receive comprehensive didactic training to ensure high-quality education in diagnostic ultrasound.

Accuracy of Diagnosis of Benign Vocal Fold Lesions among Ear, Nose, and Throat Residents.

Introduction Benign vocal fold lesions (BVFLs) disrupt the superficial lamina propria, impacting vocal fold pliability. Investigating the diagnostic competency of ear, nose, and throat (ENT) residents in identifying BVFLs, we hypothesize that factors such as residency year, subspecialty focus, and training center influence diagnostic accuracy. Objectives To assess the accuracy of diagnosis of BVFLs among ENT residents and to correlate diagnostic accuracy with the year of residency. Methods An observational cross-sectional study included all ENT residents in Saudi Arabia. It was performed in August and September 2021 using a self-administered online questionnaire that assessed demographic variables and included three images with open-ended questions on diagnosing vocal fold lesions. Results A total of 61 ENT residents (62.3% male) were included in this study. The images of vocal fold cyst, vocal fold polyp, and vocal fold nodule were correctly diagnosed by 60.7%, 88.5%, and 91.8% of residents, respectively. There was a correlation between the year of residency and the accuracy of diagnosing a vocal fold cyst ( p = 0.029). Residents interested in laryngology correctly diagnosed all three lesions more frequently than other residents. Conclusion The ability of residents to diagnose vocal fold cysts was moderate. In particular, the senior residents were able to diagnose polyps and nodules with excellent accuracy.

Assessing PCR-Positive Acanthamoeba Keratitis-A Retrospective Chart Review.

Ophthalmologists' diagnostic and treatment competence in Acanthamoeba keratitis varies widely. This investigator-initiated, retrospective, single-center chart review examined the electronic patient files regarding PCR-positive Acanthamoeba keratitis. We included corneal and contact lens assessments. We further reviewed the patient's medical history, corneal scraping results regarding viral or fungal co-infections, and the duration from symptom onset to final diagnosis. We identified 59 eyes of 52 patients from February 2010 to February 2023, with 31 of 52 (59.6%) being female patients. The median (IQR, range) patient age was 33 (25.3 to 45.5 [13 to 90]) years, and the mean (SD, range) time to diagnosis after symptom onset was 18 (10.5 to 35 [3 to 70]) days. Overall, 7 of 52 (7.7%) patients displayed a bilateral Acanthamoeba infection, and 48 (92.3%) used contact lenses at symptom onset. Regarding other microbiological co-infections, we found virologic PCR testing in 45 of 52 (86.5%) patients, with 3 (6.7%) positive corneal scrapings. Fungal cultures were performed in 49 of 52 (94.2%) patients, with 5 (10.2%) positive corneal scrapings. The medical treatment success rate was 45/46 (97.8%). This study raises awareness of patient education in contact lens handling and screens for further microbial co-infections in suspected Acanthamoeba cases.

Advancing Diagnostic Accuracy and Quality of Patient Care Through the Implementation of a Flow Cytometry Quality Assurance Program.

Flow cytometry immunophenotypic analysis plays an important role in the diagnosis, classification, and disease monitoring of hematologic neoplasms. The interpretation of flow cytometry testing can be challenging. To explore ways to improve diagnostic accuracy and in turn enhance the quality of patient care. A flow cytometry quality assurance (QA) program was developed. Cases from various complex flow cytometry panels were randomly selected and cross-reviewed. The outcomes of the QA review were categorized into 3 groups: complete agreement, minor discrepancy, and major discrepancy. Each discrepancy underwent a process of documentation, discussion, and resolution. Here we summarize our 3 years of experience with this program. In total, 6166 cases were evaluated; 6028 cases (97.7%) showed complete concordance, 120 cases (2.0%) showed minor discrepancies, and 18 cases (0.3%) showed major discrepancies. Among the top 5 panels evaluated, the panel evaluating mature T-cell abnormalities showed the highest rate of discrepancy, whereas the panel for evaluation of myelodysplastic syndromes showed the lowest discrepancy rate. When analyzing the trends of concordance and discrepancy over time, we observed a statistically significant decrease in discrepancy rate over time, from 4% at the beginning of the 6-month period to 1.5% in the final 6-month period. The overall concordance rate was 97.7%. The remaining 2.3% of cases showed discrepancies that required a correction, underscoring the value and necessity of having a QA program. The overall discrepancy rates exhibited a gradual decline over time, indicative of the positive impact of the QA program on enhancing diagnostic competency and accuracy over time.

Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model

Purpose Radiology instruction focuses on cultivating medical students’ diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students’ experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. Methods Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. Results The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb’s learning style. Conclusions Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students’ academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students’ assimilation and convergence of learning styles, and cultivates positive critical thinking.

What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

ЗАБЕЗПЕЧЕННЯ НЕОБХІДНИМИ РЕСУРСАМИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ «ПСИХОЛОГІЯ» В УМОВАХ ВОЄННОГО СТАНУ

The article examines the use of educational approaches, digital technologies, software products and sources of information support for the study of the educational discipline “Psychology” in modern conditions. The purpose of the article is to review the resources for ensuring the study of the educational discipline “Psychology” and to systematize approaches that contribute to the organization of the development of individual educational trajectory of higher education students. Methodology of the article. The use of distance learning tools that ensure the development of communicative, analytical, leadership and other competencies of higher education seekers is considered. Approaches that contribute to the formation of the individual educational trajectory of a higher education students are disclosed. It has been established that practical, individual creative tasks, methodical and didactic materials, as well as where they are placed and how current and final knowledge and skills testing is organized, influence the effectiveness of the educational process in remote mode. Ways to liquidate current debt (crediting the results of non-formal education, participating in extracurricular activities, etc.) are demonstrated. Achieving program learning outcomes during the study of the academic discipline “Psychology” is presented through the introduction of interactive methods and technologies, cases, videos, presentations, including the organization of independent work. The results. Resources presented affect the formation of the individual educational trajectory of higher education seekers through: providing them with opportunities to choose the topic of qualification and coursepaper according to individual interests; implementation of academic mobility; organization of independent work using modern educational approaches, digital technologies, software products and sources of information support; completion of pre-diploma practice in accordance with individual professional interests and requests of stakeholders; participation in scientific and practical conferences, round tables, forums, open lectures, webinars. It has been proven that the placement of methodical and didactic materials in Google Classroom or Google Drive with shared access, the organization of discussions in practical classes, which affects the development of analytical, communicative, and diagnostic competencies, is effective in the process of studying psychology. The practical significance of the obtained results is that it allows to use the necessary resources for the formation of the individual learning trajectory of higher education students during the study of the educational discipline “Psychology”, taking into account the problems caused by the martial law. Key words: distance learning tools, program learning outcomes, liquidation of current debt, knowledge and skill testing, independent work, stakeholders.

Integration of radio diagnostic competencies with human anatomy in medical education

Integration of radio diagnostic competencies with human anatomy in medical education

A roomful of leopards: differentiating intimate partner violence from consensual kink

This article offers a comprehensive exploration of the complexities of BDSM rela-tionships and their differentiation from intimate partner violence (IPV), highlighting the historical and cultural stigmatisation of BDSM practitioners, the impact this has on kinky survivors, and the challenges faced by clinicians in understanding and sup-porting this community. The author critiques the diagnostic and cultural competency limitations that become barriers to care for kinky survivors, offers specific sugges-tions for differentiating consensual kink from IPV, provides risk assessment guidance, and introduces the “Four P’s Framework” to help clients assess their relationship to power within BDSM dynamics.

143 Training & Sustaining: Training and learning collaborative outcomes across a statewide network for early diagnosis of children with autism

OBJECTIVES/GOALS: Community-based primary care autism diagnostic models are one promising solution to delays in autism diagnosis. Our objective is to describe the development and report on outcomes related to primary care professional (PCP) training and sustained engagement in a longitudinal learning collaborative across a statewide network for autism diagnosis. METHODS/STUDY POPULATION: We developed ADAPT (i.e., Accelerating the Diagnosis of Autism with Primary care Training), a training program to prepare PCPs to develop independent competency in evaluation of autism in children ages 14-48 months. ADAPT includes didactic and case-based modules and expert practice-based coaching delivered by a diagnostic specialist; following training PCPs participate in a longitudinal learning collaborative. Aligned with competency-based medical education standards, measures of autism evaluation knowledge and diagnostic competency are collected. RESULTS/ANTICIPATED RESULTS: To date, 13 PCPs have completed ADAPT didactic and practicum training reaching competency in independent autism evaluation. Clinicians demonstrated significant improvement in total autism knowledge following didactic training (p=.02). There was an overall trend toward increased scoring agreement on an autism observational assessment over case observations and practicum evaluations. Similarly, PCPs demonstrated improved evaluation competence, moving on average from Advanced Beginner to Competent Performer as rated by expert trainers. Following training, PCPs attended 57% of monthly learning collaborative sessions. DISCUSSION/SIGNIFICANCE: Training PCPs to deliver autism evaluations as part of community-based models of care is a promising solution to address access and waitlist challenges. ADAPT is an intensive, standard PCP training model which results in achievement of independent competency and sustained engagement in in autism evaluation.

Диагностическая компетентность педагогапсихолога как условие для успешной адаптации обучающихся посредством диагностики страхов и последующей коррекционной работы

Nowadays, the educational system is being transformed globally, which dictates new requirements necessary for the successful realization of professional practice. One of such conditions is constant self-improvement to solve the arising problems, however, in pedagogical work, in particular of educational psychologists, it is impossible to realize the above requirement without ability of diagnostic competence. The article presents information about diagnostic competence not only as a tool for identifying and overcoming difficulties in learning activities, but also as a condition for successful adaptation of first-graders through the diagnosis of fears. The results of the research on the topic «Diagnostic competence of educational psychologist can act as a condition for successful adaptation of first-grade children through diagnostics of fears and subsequent correctional work» are also presented. The purpose of this study is to research the diagnosis of the psychological component of adaptation of first-graders, which contributes to overcoming not only social realization, but also to the maintenance of educational work. The experiment involved 36 first grade students, with an equal division by gender. Analysis of the data obtained confirms the presence of social fears at this age, and also shows an inverse proportional relationship with the child's self-esteem. A practical case study with diagnostics and a corrective program was presented, emphasizing the importance of knowledge of diagnostic competence and its timely implementation for adaptation of first-graders

Clinical reasoning skills of German and Dutch manual therapists: a cross-sectional study

ABSTRACT Introduction Reflective clinical reasoning (CR) is believed to play a crucial role in achieving an efficient therapy process, supported by evidence-based approaches that improve patient outcomes. The aim of this study was to evaluate the CR process of German manual therapists (MTs) using the CR skills of Dutch MTs as a reference. Methods This cross-sectional study evaluated the CR process and diagnostic ability of German MTs. Dutch MTs served as the reference standard due to their experience with direct access. The CR skills were assessed using the Diagnostic Thinking Inventory (DTI), a questionnaire measuring diagnostic competence. Descriptive and inferential statistics were conducted to compare the groups. Subgroup analyses were performed to analyze the influence of work experience (in years) and the level of education on CR. Results 396 manual therapists (229 German and 167 Dutch) completed the DTI. Dutch MTs revealed higher DTI sum-scores compared to German MTs (p < .001; Cohen´s d = .41). Subgroup analyses regarding professional education revealed no significant differences in DTI sum-scores within German MTs and between both groups. In the subgroup analyses regarding professional experience, differences of moderate effect size were reached between German and Dutch novice MTs (in favor of Dutch novice MTs; p = .001; Cohen´s d = .62), and between German novice MTs and experienced German MTs (in favor of experienced German MTs; p < .001; Cohen´s d = .6). Conclusion The results suggest that academically educated German and Dutch MTs as well as experienced German and Dutch MTs are similar in terms of their hypothetical-deductive CR skills. In turn, German novice MTs seem to use hypothetical-deductive processing to a lesser extent compared to Dutch novice MTs and experienced German MTs, which in turn may support the hypothesis that the level of professional experience and education has a significant impact on the development of hypothetical-deductive CR skills.

Visual interpretation of clinical images among dental students using eye-tracking technology.

Tele-consultations are increasingly used for screening and diagnosis. Only a few studies have assessed dental students' visual attention to clinical images. To (i) determine dental students' gaze behavior, visual fixations, and diagnostic competence while viewing clinical images, and (ii) explore potential opportunities to strengthen the teaching-learning approaches. Tobii Pro Nano-device captured the eye-tracking data for 65 dental undergraduate students in this cross-sectional study. The predetermined areas of interest (AOI) for all five clinical photographs were uploaded onto Tobii software. All participants used a think-aloud protocol with no restrictions to view time. A total of 325 clinical pictures were analyzed, and the average view time was 189.25±76.90 s. Most participants started at the center of the image (three frontal photos), spent a significant share of their view time on prominent findings, did not follow a systematic pattern, and exhibited diagnostic incompetence. Also, most participants followed a "Z" viewing pattern (oscillating movement from left to right) for the remaining two pictures. Subjects frequently fixated on the prominent AOI, however, failed to make the correct diagnosis. Their view patterns revealed no sequential viewing. Therefore, emphasizing knowledge about common dental abnormalities and focusing on full coverage of clinical pictures can improve dental students' diagnostic competence and view patterns.

Exploring Clinical Lessons Learned by Experienced Hospitalists from Diagnostic Errors and Successes.

Diagnostic errors cause significant patient harm. The clinician's ultimate goal is to achieve diagnostic excellence in order to serve patients safely. This can be accomplished by learning from both errors and successes in patient care. However, the extent to which clinicians grow and navigate diagnostic errors and successes in patient care is poorly understood. Clinically experienced hospitalists, who have cared for numerous acutely ill patients, should have great insights from their successes and mistakes to inform others striving for excellence in patient care. To identify and characterize clinical lessons learned by experienced hospitalists from diagnostic errors and successes. A semi-structured interview guide was used to collect qualitative data from hospitalists at five independently administered hospitals in the Mid-Atlantic area from February to June 2022. 12 academic and 12 community-based hospitalists with ≥ 5years of clinical experience. A constructivist qualitative approach was used and "reflexive thematic analysis" of interview transcripts was conducted to identify themes and patterns of meaning across the dataset. Five themes were generated from the data based on clinical lessons learned by hospitalists from diagnostic errors and successes. The ideas included appreciating excellence in clinical reasoning as a core skill, connecting with patients and other members of the health care team to be able to tap into their insights, reflecting on the diagnostic process, committing to growth, and prioritizing self-care. The study identifies key lessons learned from the errors and successes encountered in patient care by clinically experienced hospitalists. These findings may prove helpful for individuals and groups that are authentically committed to moving along the continuum from diagnostic competence towards excellence.

Diagnostic Competencies of Religious Education Teachers – Requirements and Challenges

Abstract Assessing and supporting are, in addition to teaching, educating and innovating, core competencies of teaching professionals. Particularly in the field of didactics of mathematics and educational sciences an increased interest in the conceptualization of diagnostic competencies of teachers has emerged in recent years. In contrast, research on diagnostic competencies of RE teachers is still limited to few conceptual approaches (Reis, 2018, 194) and requires further investigation. This contribution sharpens domain-specific challenges of diagnostic competencies of RE teachers based on the concept of formative Assessment. In view of current research findings of educational sciences challenges of assessment in RE such as the epistemological structure of religious knowledge in assessment tasks and questions to elicit student thinking and RE teachers’ professional reflection in formative assessment processes are discussed.