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Silence is golden – Diagnostic acumen requires so much more than knowing the facts

She sat and stared, entranced and scared, into nowhere.  Her  knobbly knees pulled up obtusely by her spindly arms, cradled by her sullen face.  Dark eyes, but compliant and waiting.  I called her by name, and an automated, shuffling gait arrived her in quiet into my room.   There was no response to my introduction […]

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Cracking the curriculum – the KEY to RACGP exam success

Doctor’s are very clever human beings – so why do we struggle with assessment, and in particular, why do we feel that it doesn’t measure our clinical practice accurately? The answer lies in Johari’s window which is a framework to understand the ‘self’.  Understanding the RACGP curriculum is the KEY to looking through Johari’s window.

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Retreat! It’s a zebra…

And the cognitive bias of the week is…..ZEBRA RETREAT!  In my previous blogs I’ve been exploring the importance of generating a broad differential list early in the diagnostic process.  This is particularly important to mitigate against biases such as premature closure and affective bias (‘gut-feel’).  If we have generated a good differential list, it should

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