Review
Open access
Oct 2026
A five-function theory-informed instructional design model for developing clinical reasoning
Clinical reasoning is an iterative, context-sensitive phenomenon. Its instruction and assessment require distinct forms of educational design. Existing reviews, consensus guidance, and longitudinal curricula provide substantial content and teaching strategies. Further specification is needed to coordinate conceptual pr...
Eulho Jung, C. Reigeluth, Bin-Bin Zheng et al.
· Frontiers in Education · 0 citations