Clinical Reasoning in the Health Professions. Edition No. 4

Table of Contents

Section 1 Understanding clinical reasoning

- Clinical reasoning: Challenges of interpretation and practice in the 21st century

- Re-interpreting clinical reasoning: A model of encultured decision making practice capabilities

- Multiple spaces of choice, engagement and influence in clinical decision making

- Clinical reasoning and models of practice

- The development of clinical reasoning expertise

- Expertise and clinical reasoning

Section 2 The changing context of clinical reasoning and practice

- The context of clinical reasoning across the health professions in the 21st century

- Changing demographic and cultural dimensions of populations: Implications for healthcare and decision making

- Clinical thinking, client expectations and patient-centred care

- Next generation clinical practice guidelines

- Action and narrative: Two dynamics of clinical reasoning

- The language of clinical reasoning

- Evidence-based practice and clinical reasoning: In tension, tandem or two sides of the same coin?

- Methods in the study of clinical reasoning

Section 3 Collaborative and transdisciplinary reasoning

- Collaborative decision making in liquid times

- Ethical reasoning

- Shared decision making in practice

- Using decision aids to involve clients in clinical decision making

- Clinical decision making, social justice and client empowerment

- Clinical decision making across orthodox and complementary medicine fields

Section 4 Clinical reasoning and the professions

- Clinical reasoning in medicine

- Clinical reasoning in nursing

- Clinical reasoning in physiotherapy

- Clinical reasoning in dentistry

- Clinical reasoning in occupational therapy

- Clinical decision making in emergency medicine

- Clinical decision making in paramedicine

- Clinical decision making in optometry

- Clinical reasoning in dietetics

- Clinical reasoning in pharmacy

Section 5 Teaching clinical reasoning

- Pedagogies for teaching and learning clinical reasoning

- Teaching clinical reasoning in medical education courses

- Teaching clinical reasoning in nursing education

- Speech-language pathology students: Learning clinical reasoning

- Clinical reasoning and biomedical knowledge: Implications for teaching

- Cultivating a thinking surgeon, using a Clinical Thinking Pathway as a learning and assessment process: ten years on

- Interprofessional programs to develop clinical reasoning

- Assessing clinical reasoning

Section 6 Learning clinical reasoning+

- Learning to communicate clinical reasoning

- Developing clinical reasoning capability

- Remediating learning and performance of clinical reasoning in medicine

- Learning about factors influencing clinical decision making

- Learning reasoning using simulation

- Learning to use evidence to support decision making

- Learning to research clinical reasoning - Learning clinical reasoning across cultural contexts

- Peer learning to develop clinical reasoning abilities

Authors

Joy Higgs Professor in Higher Education, Charles Sturt University, Sydney, Australia. 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. Gail M. Jensen Professor of Physical Therapy, Faculty Associate, Center for Health Policy and Ethics, Dean, Graduate School, Vice Provost for Learning and Assessment, Creighton University, Omaha, Nebraska, USA. Dr. Jensen is Vice Provost for Learning and Assessment, Dean Emerita, and Professor of Physical Therapy at Creighton University. She is known nationally and internationally for scholarly contributions in expert practice, clinical reasoning, professional ethics, and interprofessional education. Dr. Jensen is author or coauthor of more than 90 publications in peer-reviewed journals and has coauthored 13 books, including the fourth edition of Clinical Reasoning in the Health Professions (Higgs, Jensen, Loftus, Christensen), Educating Physical Therapists, and in 2020, Clinical Reasoning and Decision Making in Physical Therapy. She led the research team that completed a National Study of Excellence and Innovation in Physical Therapist Education funded by the American Physical Therapy Association and several APTA components. She serves on a number of editorial boards and most recently became an associate editor for The Clinical Teacher. Dr. Jensen received her PhD in educational evaluation with a minor in sociology from Stanford University. She holds a master's degree in physical therapy from Stanford University and a bachelor's degree in education from the University of Minnesota. Stephen Loftus Associate Professor of Medical Education, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA. 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. Nicole Christensen Professor and Chair, Department of Physical Therapy, Samuel Merritt University, Oakland, California, USA.