The asthma diagnosis jigsaw puzzle is a teaching concept developed by a group of primary care experts to aid in diagnosing asthma in both adults and children. This concept was refined through a consensus process involving academics and clinicians specializing in respiratory care. The jigsaw puzzle metaphor teaches clinicians a problem-solving approach to diagnosis, emphasizing the collection of puzzle pieces from various domains like presentation, history, symptoms, and physical examination. These pieces are used to test the likelihood of a diagnosis of asthma, promoting a pattern-recognition approach that becomes more reliable with experience.

The diagnostic process for asthma is often challenging due to the variability of symptoms over time and the absence of a single objective test. The jigsaw puzzle concept helps clinicians navigate this complexity by gradually building a diagnostic picture through collecting and fitting together relevant information. If puzzle pieces do not align, alternative diagnoses should be considered. The metaphor of ‘puzzle completion’ can be used in clinical communication to emphasize the collaborative nature of diagnosis between clinicians and patients.

The development of the asthma diagnosis jigsaw puzzle teaching concept involved a multidisciplinary group of primary care experts from various countries. They categorized the diagnostic process into domains and identified key puzzle pieces within each domain. The concept has been piloted in North Macedonia and is being adapted for educational workshops in Malaysia, India, and Uganda. The teaching resources, including a desktop helper and case vignettes, aim to improve confidence and competence in diagnosing asthma across different resource settings.

The jigsaw puzzle approach aligns with the need for more effective diagnosis of asthma in primary care, where misdiagnosis is common. By involving patients and caregivers in the diagnostic process, the concept promotes patient-centered care and helps address uncertainties in diagnosis. The adaptability of the teaching concept allows for its translation into different languages and contexts, making it a valuable tool for improving clinical outcomes in asthma management.