The primary goal of medical training is to produce graduates capable of optimizing patient care outcomes. Diagnostic performance is among the most impactful of all patient care outcomes. In 2015, the National Academy of Medicine (NAM) published "Improving Diagnosis in Health Care," a report making clear that the frequency and severity of diagnostic error is among America's most urgent health care concerns. In its search for root causes, NAM suggested that diagnostic errors are, in part, rooted in suboptimal diagnostic training in undergraduate and graduate medical training programs. Both basic and clinical sciences faculty have long assumed that the development of critical thinking, reasoning and/or problem-solving capabilities enable clinicians to perform complex patient care tasks such as differential diagnosis (DDX). Unfortunately, an explicit and educationally grounded delineation of what is meant by these terms is very difficult to find. However, Dual Processing Theory (DPT) describes those specific forms of knowledge and information processing mechanisms likely playing a primary role in the development of diagnostic capabilities. The purpose of this presentation is to introduce DPT as a framework by which faculty might train to those specific forms of knowledge and information processing mechanisms likely to optimize diagnostic performance, and thereby improve the patient care outcomes of tomorrow's health care providers. The objectives of this session are to: 1. Expose participants to the distinctly different forms of knowledge and information processing mechanisms which DPT posits as the critical cognitive factors enabling the performance of complex tasks such as DDX. 2. Support participants in comprehending how DPT can serve as a powerful diagnostic training paradigm via exposure to an example of the specific forms of knowledge and information processing mechanisms clinicians may be using when diagnosing patients presenting with the problem of Acute Dyspnea. 3. Engage participants in an exploration into how the DPT paradigm could be used by basic sciences faculty in their efforts to produce a more efficient and effective approach to developing the diagnostic capabilities of tomorrow's health care providers.