volume 24, issue 2, P189-194 2014
DOI: 10.1007/s40670-014-0043-0
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Abstract: The ability to form an accurate differential diagnosis is of paramount importance to the physician in training, but is a skill often relegated to practice during the clinical years of the traditional medical school curriculum. Further complicating matters is the subjective nature of what constitutes an accurate differential and the fact that a widely accepted metric or template for feedback does not currently exist. Our group created a collaborative metric that assessed differential diagnosis formation and pr…

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