Concise, accurate recording of clinical information using standardized formats is a core clinical skill expected of clerkship students (American Association of Medical Colleges 2008). In spite of its importance to patient care, the written record is sometimes left to the hidden, or informal, curriculum of medical schools and residencies (Donnelly 2005). The literature affords little guidance on the most efficacious strategy for helping trainees develop competence in writing either progress notes or complete history and physical examinations. Developmental differences, specialty-specific preferences, and the advent of the electronic medical record add frustration for both learner and teacher.
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