Shaping Clinical Reasoning.

Abstract

Clinical reasoning is at the core of all health-related professions, and it is long recognized as a critical skill for clinical practice. Yet, it is difficult to characterize it, as clinical reasoning combines different high-thinking abilities. Also, it is not content that is historically taught or learned in a particular subject. But clinical reasoning became increasingly visible when this competency is explicitly stated in the curricula of educational programs in health-related professions. Teaching and learning an abstract concept such as clinical reasoning in complement to the core knowledge and the procedural competencies expected from healthcare professionals raises some concerns regarding its implementation, the best way to do it, and how to assess it. This book chapter intends to discuss the need to invest in the development of clinical reasoning skills in the health-related graduation programme. It addresses some of the pedagogical and theoretical frameworks for fostering high-level reasoning and problem-solving skills in the clinical areas and the effectiveness and success of different pedagogic activities to develop and shape clinical reasoning throughout the curriculum.