Clinical Excellence Case Set

Aquifer Diagnostic Excellence

The introductory principles module and six virtual patient cases in Aquifer Diagnostic Excellence introduce students to the cognitive processes and system-related issues that can lead to errors.

Diagnostic accuracy is the foundation of safe, effective medicine—yet 15% of inpatient cases involve some degree of diagnostic error. Aquifer Diagnostic Excellence introduces students to the cognitive processes and system-related issues that can lead to errors.

Aquifer Diagnostic Excellence is part of Aquifer’s Clinical Excellence Case Set, which includes 52 cases covering Palliative Care, Trauma Informed Care, Diagnostic Excellence, High Value Care, Social Determinants of Health, and Telemedicine.

In collaboration with:

Aquifer Curricular Partner Program

for schools and programs

Just in Time Coverage of Diagnostic Excellence Embedded in Select Courses

In addition to the stand-alone cases on Diagnostic Excellence included as part of this Clinical Excellence Case Set, select core cases in Pediatrics, Family Medicine, Internal Medicine, Geriatrics, Neurology, and Radiology now have brief teaching on Diagnostic Excellence embedded right into the case in the form of a clinical decision making question.

Together the just-in-time curricular threads combined with the deeper principles and application cases provide a strong foundation in Diagnostic Excellence across the curriculum without adding faculty time.

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Learn how Aquifer Diagnostic Excellence can benefit students and faculty in your program:

Andrew Olsen, MD
Assistant Professor,
University of Minnesota

My second-year medical students valued learning about diagnostic errors in an interactive manner and appreciated being able to practice clinical reasoning while learning about patient safety.

Laurie Broutman, MD, FACP

Chicago Medical School, Rosalind Franklin University of Medicine and Science

In our first year using Aquifer Diagnostic Excellence, we noticed that students started talking about types of errors during their clinical presentations. Clearly, it was sinking in! For me, the most rewarding part was seeing a student take what they learned from the course and create a presentation about a clinical case they observed which had a medical error. The presentation included a discussion about steps to minimize errors in the future, such as better hand-offs, clearer documentation, and avoiding diagnostic momentum.

Darin Brink, MD

University of Minnesota Medical School