Clinical Reasoning

INTRODUCTION

Clinical teaching is the act that provides the learners with the opportunity to transform classroom theories into the practical application of their profession (REF). The role of clinical teachers includes guiding the students for a rigorous response to professional practices by bridging the gap of theoretical application, to guarantee safe demonstration of their skills gained during the instruction time to their workplaces (REF). This aims at producing personnel that is qualified to handle patient problems after the period of training and assessment. Therefore, all levels of medical students are aimed to be equipped with the professional skills, knowledge and the attitudes for the quality provision of services to their patients.

Therefore, reasoning gives the ability to the physicians to synthesise information from varied sources and comprehend its professional knowledge while applying it to make the useful decisions that are in a relationship either skills gained from the laboratory or knowledge gain from the class while performing the tasks one has been assigned (REF). Teaching clinical or communication skills via small or large group sessions with critical reasoning prepare medical undergraduates for the workplace while dealing with actual patients (REF) as seen in this case. Consequently, with critical reasoning, the data and information received from the patients provide the critical information that is useful in medical diagnosis (REF). Hence, gaining clinical skills along with intellectual reasoning forms the bases for the future physicians’ deep

Thus, clinical reasoning is useful in practice for treatment and the way the patients are handled. The diagnostic reasoning model and integrative model of clinical reasoning act as strategies for the student-physicians to be fully prepared and competent in handling the patient to get enough information that will contribute towards giving the right type of approach in treatment and diagnsis. Healthcare sector is one of the sensitive areas; students are expected to acquire skills not to mess with the life of patients instead of treating and recommending the right medication. Rising to the occasion, teaching is aimed to offer necessary skills through the teaching of clinical reasoning for future application in the workplaces during the period of practising the skills learnt in