We identified the following learning objects for the medical students:

1. to develop skills of observation in the museum with artworks that could be applied in clinical settings with patients;
2. to describe observations at art gallery and clinic to others;
3. to reinforce the clinical reasoning process;
4. to reflect upon the insights and limitations of one’s own observations and the effects of observing with others in a team.

With these learning objectives in mind, we identified five components of the diagnostic process:

1. collect information about the patient by looking, listening and touching—history and physical exam;
2. compare this case to others based on existing medical knowledge and previous clinical experiences—previous cases;
3. generate hypotheses by interpreting the data and integrating previous clinical knowledge—differential diagnosis;
4. test your hypotheses about “what’s going on” with the patient—request labwork, imaging, consulting colleagues;
5. self-observe—reflect on what you noticed about your clinical decision-making process.