The article “Advancing Diagnostic Excellence through Medical Education in Diagnostic Equity,” by Dr. Denise M. Connor, Dr. Monica L. Lypson, and Dr. Cristina M. Gonzalez, published in The New England Journal of Medicine, explores how systemic biases like racism, sexism, and ableism contribute to diagnostic inequities in healthcare.
The authors introduce the concept of diagnostic equity, which aims to address disparities in diagnosis by integrating health equity, antioppressive education, and clinical reasoning into medical training. Through deliberate teaching, relationship-centered communication, structural competency, and interprofessional collaboration, this framework empowers clinicians to minimize diagnostic errors and improve care for all patients.
This article provides actionable strategies for educators, learners, and healthcare teams to promote diagnostic excellence, mitigate bias, and create equitable healthcare environments.
Explore how this innovative approach can transform medical education and foster a future where diagnostic accuracy is accessible to everyone.
The figure below illustrates how implicit bias, including stereotypes, and the overlook of systemic and structural factors impacting a patient’s health can contribute to diagnostic errors. These errors can affect not only the individual patient but also create a ripple effect within their community. The figure also outlines strategies to reduce the risk of diagnostic errors, emphasizing approaches to address bias and systemic challenges.
