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    260 Commentary

    diagnosis, as arbitrated by the pathologist. The deno-minator here includes the true positives identied bythe clinician but also the false positives those wherethe clinician has called it a melanoma but the lesionwas a benign naevus on pathology (the reader will noteI assume pathologists are infallible). In one sense

    predictive value conforms to our everyday sense ofhow often we are right. Its downside (as the authorsremind us) is that it is heavily dependent on the pre-valence of disease. An example that I use with clinicaltrainees highlights this. Imagine I sit in my ofce, anddo not see any patients in the pigmented lesion clinic.Instead, knowing that say only 2% of referred patientshave a melanoma, I diagnose every patient as not beingmelanoma. I am right 98% of the time and boast aboutmy 98% diagnostic accuracy, all without having to putmy coffee aside to visit the clinic. Of course, if the casemix alters my claims are seen for what they are. If theclinic now contains 50% of patients with melanoma,my accuracy would have dropped to 50% and yet my

    behaviour has not changed. It is this aspect of predictivevalue that so often limits attempts to compare primarycare and secondary care physicians. A GP can claimexpertise in melanoma diagnosis because no patient ofhis has died of melanoma in the last 10 years. Howeverexamination of the incidence of melanoma in the UK,tells us that even a blind clinician could make the sameargument for his or her clinical acumen.

    Ahnlide & Bjellerups (6) ndings are in one senseexpected. We are better at diagnosing BCCs thansquamous cell carcinomas, but that our sensitivity and

    predictive values for diagnosing melanomas are much

    lower (the inhabitants of Helsingborg in particularshould remember however that this is a study based ona single diagnosis, not the decision whether to requesta biopsy or not). What they also provide is interestingdata on which way we makes errors between diagnosticcategories.

    I started this brief essay pointing out that we knewlittle about medical expertise (2). This situation is likelyto change for at least two reasons. First, all that we knowabout the acquisition of any form of advanced skill, tells

    us that feedback on performance is critical. Withoutinformation on how we are doing, it is not possible toreview progress and improve on our abilities. If youwish to perform and in this sense medicine is about

    performance you have to actively seek out ways toimprove. Mere passive contemplation is not sufcient:data, and in particular structured data, is needed (5,7). Second, doctors need to be increasingly aware thatothers too are interested in performance. David Margoliswriting in the Archives of Dermatology almost 15 yearsago recalled that whereas his early career ran parallelto an explosion of basic bioscience discovery, as far asclinical practice was concerned no change has been asdramatic as the changing landscape of who is primarilyresponsible for patient care and who pays the bill (8).Competence is inextricably linked to health care costsand patient outcomes. Ahnlide & Bjellerups paper isworth reading: there is plenty more to come.

    REFERENCES1. Davidoff F. Focus on performance: The 21st Century re-

    volution in medical education. Mens Sana Monogr 2008;6: 2940.

    2. Mylopoulos M, Lohfeld L, Norman GR, Dhaliwal G, EvaKW. Renowned physicians perceptions of expert diagnostic

    practice. Acad Med 2012; 87: 14131417.3. Wennberg JE. Tracking medicine: A Researchers quest to

    understand health care. Oxford: Oxford University Press;2010.

    4. The Cambridge handbook of expertise and expert perfor-mance. In: Ericsson KA, Charness N, Feltovich PJ, HoffmanRR, editors. Cambridge; New York: Cambridge UniversityPress; 2006.

    5. Ericsson KA. An expert-performance perspective of re-search on medical expertise: the study of clinical perfor-mance. Med Educ 2007; 41: 11241130.

    6. Ahnlide I, Bjellerup M. Accuracy of clinical skin tumourdiagnosis in a dermatological setting. Acta Derm Venereol2013; 93: 305308.

    7. Rees JL. Teaching and learning in dermatology: from Gu-tenberg to Zuckerberg via way of Von Hebra. Acta DermVenereol 2013; 93: 1322.

    8. Margolis DJ. Do we have time for the change? Arch Der-matol 1998; 134: 1151.

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