Shaping Clinical Reasoning

Clinical reasoningReasoning, clinical is at the core of all healthHealth-related professions, and it is long recognized as a critical skillSkill for clinical practicePractice. Yet, it is difficult to characterize it, as clinical reasoningReasoning, clinical combines different high-thinkingThinking abilitiesAbility. Also, it is not content that is historically taught or learned in a particular subject. But clinical reasoningReasoning, clinical became increasingly visible when this competencyCompetency is explicitly stated in the curricula of educational programsProgram in healthHealth-related professions. Teaching and learning an abstract concept such as clinical reasoningReasoning, clinical in complement to the core knowledgeKnowledge and the procedural competenciesCompetency expected from healthcareHealthcare professionalsProfessional 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 reasoningReasoning, clinical skillsSkill in the healthHealth-related graduation programme.Program It addresses some of the pedagogical and theoretical frameworks for fostering high-level reasoningReasoning and problemProblem-solving skillsSkill in the clinical areas and the effectiveness and success of different pedagogic activitiesActivity to develop and shape clinical reasoningReasoning, clinical throughout the curriculum.