Issue: Proper application of clinical reasoning is a prerequisite toward safe practice. Formal instruction on clinical reasoning remains lacking in medical curricula, especially in preparation for the transition from pre-clinical to clinical years. Evidence: Although medical educators have published abundantly on clinical reasoning and acknowledge this to be an essential part of medical education, there remains a global curricular deficiency in developing this skillset. Here we introduce the reader to clinical reasoning frameworks with an emphasis upon practical application. Our focus is upon medical students transitioning from pre-clinical to clinical years of medical school who tend to be overwhelmed with facts but have limited sense of diagnostic approaches due to lack of instruction. Implications: In understanding systematic approaches to clinical reasoning of relevance to medical diagnosis, students will be able to process knowledge in a clinically relevant and discriminatory manner to facilitate problem solving. Upon internship and residency, they will be better prepared for self-learning and reflection as they understand how to hone their capability for diagnosis and management. Medical educators need to acknowledge that clinical reasoning is a practical academic discipline requiring greater curricular emphasis.
Keywords: Clinical reasoning; forward thinking; hypothesis testing; medical students; pattern recognition.