Background: The process of clinical reasoning is undertaken by all clinicians, often
automatically, and is the cognitive process that underlies diagnosis and management of a …

Introduction Effective clinical reasoning is required for safe patient care. Students and
postgraduate trainees largely learn the knowledge, skills and behaviours required for …

Background: Clinical reasoning requires knowledge, cognition and metacognition, and is
contextually bound. Clinical teachers can and should play a key role in explicitly promoting …

Summary Background: Keele Medical School's new curriculum includes a 5‐week course to
extend medical students' consultation skills beyond those historically required for competent …

Background Front‐line teachers seek guidance and tools to instruct and remediate clinical
reasoning, but effective professional development methods to accomplish these goals have …

'Clinical reasoning is widely acknowledged by different healthcare professions as a vital part
of health professional education and effective practice. In fact, we would argue that clinical …

In this chapter, we will try to give a concise overview of what is known about teaching clinical
reasoning in the era before the concept of “clinical reasoning” as such emerged in the …

The main objective of medical schools is to turn relative novices into knowledgeable and
skilled professionals. Despite all the efforts of teachers and students, clinical teachers are …

There are many obstacles to the timely identification of clinical reasoning difficulties in health
professions education. This guide aims to provide readers with a framework for supervising …

In this chapter we present research (Ajjawi 2006; Ajjawi et al 2004, 2005a, b) investigating
how practitioners develop the ability to understand and communicate their reasoning and …