Teaching history-taking: Where are we?

D. A. Nardone, J. B. Reuler, D. E. Girard

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


Knowledge in history taking has increased rapidly over the last twenty years. Currently the principles to be taught include 'conduct', 'content', and 'diagnostic reasoning.' However, inattentiveness of medical schools, reluctance of busy faculty to be involved, and increasing enrollments have resulted in difficulties in teaching these skills. Studies have shown a beneficial short-term effect of teaching these materials on interview performance but it is unknown whether this effect is long-lasting. The methods for instruction include the bedside and videotape models utilizing the concept of the fifteen-minute interview technique, programmed instruction, patient instructors, and direct student feedback. Future research should focus on identifying strategies in diagnostic reasoning, developing graduated competency criteria for trainees at different levels of their education, refining methods to evaluate large numbers of students, measuring outcomes of effective training such as compliance, and comparing costs and effectiveness of various models. In addition, there remains the need to establish an association of course directors.

Original languageEnglish (US)
Pages (from-to)233-250
Number of pages18
JournalYale Journal of Biology and Medicine
Issue number3
StatePublished - 1980
Externally publishedYes

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)


Dive into the research topics of 'Teaching history-taking: Where are we?'. Together they form a unique fingerprint.

Cite this