- Title
- Teaching clinical reasoning
- Creator
- Smith, Megan; Loftus, Stephen; Levett-Jones, Tracy
- Relation
- Educating Health Professionals: Becoming a University Teacher p. 269-276
- Relation
- Practice, Education, Work and Society 8
- Relation
- https://www.sensepublishers.com/catalogs/bookseries/practice-education-work-and-society/educating-health-professionals/
- Publisher
- Sense Publishers
- Resource Type
- book chapter
- Date
- 2013
- Description
- Clinical reasoning skills are essential to the everyday practice of health professionals. Clinical reasoning distinguishes independent, thinking and decision-making professionals from individuals who implement technical activities under instruction from others. Teaching health professional students to engage in clinical reasoning requires explicit attention and strategy by teachers and strategies designed to model this skill. In this chapter we explore our collective research and practical experience to present an understanding of clinical reasoning that beginning teachers can draw upon in their practice. We begin by highlighting what we believe are the key contemporary understandings of clinical reasoning and then explore and comment on a case example from Megan’s experience of researching and teaching clinical reasoning to physiotherapy students. We then reflect upon the key messages for those with an interest in teaching clinical reasoning.
- Subject
- clinical reasoning; teaching; health professionals
- Identifier
- http://hdl.handle.net/1959.13/1337157
- Identifier
- uon:27781
- Identifier
- ISBN:9789462093515
- Language
- eng
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