The chief complaint driven medical history: implications for medical education

Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators

“…We interpreted this as a sign that the students learned to apply specific patterns to organize patient information and relate it to their own knowledge in an expert way [20]. Rather than just applying a history taking scheme to their patient interviews the students were able to organize their history taking in a chief complaint driven way [21]. The item "Asking specific questions that point to pathophysiological thinking", which received the third-highest rating and belongs to factor 2 ("Creating context"), demonstrates that the students, like experts, were able to intuitively generate a list of diagnostic hypotheses to a certain extent and to test them by analytic reasoning [22].…”

The problem of overdiagnosis of vertebral artery compression syndrome

“…Интерпретация жалоб и анамнеза пациента имеет большое значение, поскольку с этого начинается формулирование диагностической гипотезы [23] и дифференциальный диагноз в целом [24]. К классическим жалобам при СПА относят головокружение, головную боль, тошноту, рвоту и зрительные нарушения при ротации головы с купированием приступа при возврате в нейтральную позицию [10].…”

Using the Chief Complaint Driven Medical History: Theoretical Background and Practical Steps for Student Clinicians

“…In 2017 the author published a short paper ( Nierenberg, 2017 ) proposing an approach to teaching medical students to obtain a concise, focused, pertinent and accurate history from patients in the Emergency Department. This approach differed from the traditional approach to obtain the history in sequential and ‘siloed’ categories of historical information.…”