Assessment of Clinical Reasoning

Larry Gruppen, PhD

Larry Gruppen, PhD is Professor in the Department of Learning Health Sciences, University of Michigan Medical School, where he directs the competency-based Master in Health Professions Education program. His research interests center around the development of expertise, knowledge and performance assessment, self-regulated learning, and scholarship development.

Assessment of Clinical Reasoning

Clinical reasoning is concept that can mean many different things to different people driving the need for a content specific interpretation.  In turn there are many ways to teach and assess clinical reasoning.  The teaching of clinical reasoning needs to link knowledge to application.  Assessment can be focused on recognition of different presentations of condition, use of concept maps etc.  This professional development bite will provide a brief discussion of clinical reasoning.

At the end of the professional development byte you will:

Identify the scope of the definition used for clinical reasoning in various situations

Align the goals of the educational session with a method of assessment

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Assessment of Clinical Reasoning (CME Credit)

Assessment of Clinical Reasoning (Non CME Credit)


  1. Holmboe ES, Durning SJ, (2014) Assessing clinical reasoning: moving from in vitro to in vivo. Diagnosis 1(1):111-117
  2. Goldszmidt M, Minda JP, Bordage G (2013) Developing a Unified List of Physicians' Reasoning Tasks During Clinical Encounters. Acad Med. 88(3):390-394
  3. Gruppen LD, Frohna AZ (2002) Clinical Reasoning. In: Norman GR, van der Vleuten CPM, Newble DI, eds. International Handbook of Research in Medical Education. Dordrecht, The Netherlands: Kluwer Academic Publishers; 2002:205-230

Release date: June 1, 2017

Expiration date: May 31, 2020

Dr. Gruppen has disclosed he has no relevant financial relationships.