Special or Theme Issue

Health Professions Education.

Altabbaa G; Raven AD; Laberge J; Bonifacino E; Follansbee WP; Farkas AH; Jeong K; McNeil MA; DiNardo DJ; Braun LT; Borrmann KF; Lottspeich C; Heinrich DA; Kiesewetter J; Fischer MR; Schmidmaier R; Goyal A; Garibaldi B; Liu G; Desai S; Manesh R; Grubenhoff JA; Ziniel SI; Bajaj L; Hyman D; Howard-Anderson J; Schwab KE; Chang S; Wilhalme H; Graber CJ; Quinn R; Iyer S; Goss E; Browder C; Paccione G; Arnsten J; Kilian M; Sherbino J; Hicks C; Monteiro SD; Kinnear B; Hagedorn PA; Kelleher M; Ohlinger C; Tolentino J; Lewis JJ; Rosen CL; Grossestreuer AV; Ullman EA; Dubosh NM; McBee E; Blum C; Ratcliffe T; Schuwirth L; Polston E; Artino AR; Durning SJ; Olson APJ; Singhal G; Dhaliwal G; Radhakrishnan NS; Singh H; Southwick FS; Santhosh L; Chou CL; Connor DM; Schaye V; Janjigian M; Hauck K; Shapiro N; Becker D; Lusk P; Hardowar K; Zabar S; Dembitzer A.
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Clinical and educational environments are increasingly focusing on improving diagnosis. This special issue explores an overarching approach to designing medical education strategies to address known weaknesses that affect diagnostic safety. Articles in the issue discuss the use of technology, diagnosis education, diagnostic processes in clinical contexts, and multidisciplinary improvement strategies.