Clinical reasoning is an essential component of diagnostic safety. This paper describes the development of a new curriculum to improve clinical reasoning skills and processes in medical students. The curriculum uses several educational strategies (e.g., classroom teaching, simulation training, patient encounters) during pre-clerkship and clerkship to improve clinical reasoning skills across several domains (theory, patient assessment, diagnosis, and shared decision-making).

Effective decision-making relies on practice and knowledge gained over time. This commentary describes the analytic and nonanalytic forms of decision-making and introduces tools for teachers to examine these skill levels in learners to assist in developing reasoning skills for clinical practice.

Constructive feedback is a pillar of strong safety culture. Through resident and attending physicians focus groups at a single institution, investigators found that cultural emphasis on politeness and excellence hindered all parties' ability to provide honest feedback. The authors advocate for transitioning to a culture of growth, which would shift their institution toward a more just culture.