Table of Contents

Section 1 Clinical reasoning and clinical decision making - nature and context

1. Clinical decision making and multiple problem spaces
2. The context for clinical decision making in the 21st century
3. Clinical reasoning and models of practice
4. Collaborative decision making
5. Action and narrative: two dynamics of clinical reasoning
6. Clinical reasoning and generic thinking skills
7. Clinical reasoning and patient-centred care
8. Factors influencing clinical decision making
9. Dimensions of clinical reasoning capability

Section 2 Reasoning, Expertise and Knowledge

10. The development of clinical reasoning expertise
11. Clinical reasoning and biomedical knowledge: implications for teaching
12. Expertise and clinical reasoning
13. Knowledge, reasoning and evidence for practice
14. Knowledge generation and clinical reasoning in practice
15. Understanding knowledge as socio-cultural historical phenomenon
16. Professional practice judgement artistry

Section 3 Clinical reasoning research trends

17. Methods in the study of clinical reasoning
18. A history of clinical reasoning research
19. A place for new research directions

Section 4 Clinical reasoning and clinical decision-making approaches

20. Clinical reasoning in medicine
21. Clinical reasoning in nursing
22. Clinical reasoning in physiotherapy
23. Clinical reasoning in dentistry
24. Clinical reasoning in occupational therapy
25. Ethical reasoning
26. Multidisciplinary clinical decision making
27. Treatment decision making in the medical encounter: the case of shared decision making
28. Algorithms, clinical pathways and clinical guidelines
29. Clinical reasoning to facilitate cognitive-experiential change

Section 5 Communicating about clinical reasoning

30. Learning to communicate clinical reasoning
31. Learning the language of clinical reasoning
32. Beyond the restitution narrative: lived bodies and expert patients
33. Facilitating clinical decision making in students in intercultural fieldwork placements
34. Using decision aids to involve clients in clinical decision making

Section 6 Teaching and learning clinical reasoning

35. Teaching and learning clinical reasoning
36. Helping physiotherapy sutdents develop clinical reasoning capability
37. Speech-language pathology students: learning clinical reasoning
38. Teaching clinical reasoning in nursing education
39. Assessing clinical reasoning
40. Using simulated patients to teach clinical reasoning
41. Peer coaching to generate clinical reasoning skills
42. Using open and distance learning to develop clinical reasoning skills
43. Cultivating a thinking surgeon: using a clinical thinking pathway as a learning and assessment process
44. Teaching clinical reasoning and culture
45. Teaching clinical reasoning to medical students
46. Using case reports to teach clinical reasoning
47. Using mind mapping to improve students' metacognition

About the Author

Joy has worked for over 35 years as an educator, scholar, researcher and research supervisor at The University of New South Wales, The University of Sydney and Charles Sturt University. She has held appointments as visiting scholar and consultant to a number of Australian and international tertiary institutions. In 2004, Joy received a Member of the Order of Australia award for service to health science education through course development, academic and administrative contributions and research into teaching methods. She was awarded an Australian Teaching and Learning Council Fellowship in 2010. Joy is a member of the Australian Learning and Teaching Fellows Network. In 2015, Joy was appointed a Principal Fellow of the Higher Education Academy, UK. Professor Joy Higgs' key roles at CSU are promoting the advancement of professional practice and education through collaborations in research, scholarship, student supervision, education, organisational change and networking. Joy's research interests are linked to professional practice (the nature of practice across professions, practice wisdom, professionalism, the changing shape of professions in work and society), higher education (quality and innovations), professional education (pedagogies, socialisation, expectations of graduates), practice-based education (pedagogy, curriculum frameworks) and qualitative research strategies. Dr. Loftus joined Oakland University William Beaumont School of Medicine in November 2013 as associate professor of Medical Education. He is responsible for faculty development in medical education. He is also involved in a number of courses such as Medical Humanities and Embark research projects. A dental professional with more than 20 years in medical education, Dr. Loftus developed an internationally recognized inter-professional online graduate course in pain management at Sydney University. His research on clinical reasoning has appeared in several journals and books, such as the well-received book, "Clinical Reasoning in the Health Professions" (3rd ed). He has also supervised doctoral research students at Charles Sturt University in Australia, in topics such as clinical reasoning, higher education and clinician/patient relationships. Dr. Loftus works to ensure that students and faculty maximize the benefit of the educational experiences provided in the medical school through coming to a deeper understanding of what is involved in medical education and practice.