Abstract
Clinical reasoning skills are essential to the everyday practice of health professionals. Clinical reasoning distinguishes independent, thinking and decisionmaking 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.
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Smith, M., Loftus, S., Levett-Jones, T. (2013). Teaching Clinical Reasoning. In: Loftus, S., Gerzina, T., Higgs, J., Smith, M., Duffy, E. (eds) Educating Health Professionals. Practice, Education, Work and Society. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-353-9_23
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DOI: https://doi.org/10.1007/978-94-6209-353-9_23
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Online ISBN: 978-94-6209-353-9
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