Clinical Reasoning

Clinical reasoning is the ability to 'sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy as the end goal'.

It is central to our clinical practice, yet it remains an enigma and continues to present a challenge to teachers and learners. There are at least two reasons that make clinical reasoning problematic for clinicians. Firstly, experienced clinicians often use rapid unconscious cognitive reasoning processes and find it difficult to slow down and explain how they are thinking.

Secondly, the articles on clinical reasoning are not normally published in the journals clinicians commonly read but instead are in the medical education, cognitive

Based on the previously collected data, the therapist accurately assigns a problem list, with the development of an appropriate diagnosis and treatment strategy as the end goal. It is the core of every clinical practice, yet it remains as a puzzle and continues to present a challenge to both educators and students. Although this method is widely used but the experience clinicians often use rapid unconscious cognitive reasoning processes and find it hard to justify how they were thinking. Also, there is not enough information regarding the clinical reasoning normally published in the Journals clinicians commonly read as in the medical education, cognitive psychology or sociology literature (Pinnock & Welch

Examples of these reasoning strategies include comparing, error analysis, constructing support, analyzing perspectives, decision- making, investigation, experimental inquiry, problem- solving, and invention. These strategies encourage students to use their clinical reasoning more effectively. In reference to a meta-analysis study, done by (Wang J. et al, 2016) comparing the PBL and traditional curricula for clinical performance in some third-year medical students, the results indicated that the preclinical PBL enhanced third-year students' clinical