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Teaching clinical decision-making (CDM)to health care students can present a challenge as it is a multifaceted process dependent on critical thinking. This framework, based on different diagnoses, allows students to interact with the framework as they add evidence-based data to distinguish one condition from another using the history of present illness and directed exams. This helps the student learn to narrow the differential and guides them to determine what diagnostics are indicated. This process leads the student to an evidence-based, most likely diagnosis.

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