Larry Gruppen, PhD

Larry Gruppen, PhD, is a Professor in the Department of Learning Health Sciences at the University of Michigan Medical School, where he directs the competency-based Master in Health Professions Education program. His research interests focus on 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. Teaching clinical reasoning requires linking knowledge to application. Assessment can be focused on recognition of different presentations of condition, use of concept maps, etc. This professional development byte 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

Watch this professional development byte:


  1. Holmboe E.S., Durning S.J., (2014) Assessing clinical reasoning: moving from in vitro to in vivo. Diagnosis 1(1):111-117
  2. Goldszmidt M., Minda J.P., Bordage G. (2013) Developing a Unified List of Physicians' Reasoning Tasks During Clinical Encounters. Acad Med. 88(3):390-394
  3. Gruppen L.D., Frohna A.Z. (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

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