Term	Meaning
Analytical type of clinical reasoning	This is based on being more deliberate, explicit, purposeful, rational, and slow, and focuses on hypotheses generation and deductive reasoning that is closer to the cognitive processes associated with problem solving. Common synonyms include ‘Deductive, Deliberate, Rational, Rule-governed or System/Type 2 clinical reasoning’.
Clinical encounter	Any physical or virtual contact with a veterinary patient and client (e.g., owner, employee of an enterprise) with a primary responsibility to carry out clinical assessment or activity.
Clinical instructor	In addition to the regular veterinary practitioner’s duties, a clinical instructor should fulfil roles of assessor, facilitator, mentor, preceptor, role-model, supervisor, and teacher of veterinary learners in a clinical teaching environment. It may include any of the following: Apprentice/intern in the upper years, Resident, Veterinary educator/teacher, Veterinary practitioner.
Clinical reasoning	The cognitive process interjected with unconscious operations during which a learner or practitioner collects information (clinical and context), processes it, comes to an understanding of the problem presented during a clinical encounter, and prepares a management plan, followed by evaluation of the outcome and self-reflection. Common synonyms: Clinical/Diagnostic/Medical: Acumen/Cognition/Critical thinking/Decision-making/Information processing/Judgment/Problem solving/Rationale/Reasoning.
Complete data collection	Checking for the presence of clinical abnormalities, risk factors, and context using a systematic and exhaustive approach.
Context	A complex interaction of factors (including but not limited to affective/physical state, client, encounter, environment, finances, patient, and social environment) having effect on the clinical reasoning competence of the learner.
Deep learning	Learner aims for mastery of essential academic content; thinking critically and solving complex problems; working collaboratively and communicating effectively; having an academic mindset; and being empowered through self-directed learning.
Data clustering	A discovery process usually based on unsupervised deep learning that partitions collected data into clinically relevant clusters/groups with high similarity or distinct properties (e.g., by etiology, anatomic structure, epidemiology, or pathophysiology).
Dual type of clinical reasoning	Clinical reasoning that utilizes concurrently the analytical and intuitive types. Common synonyms: Dual-/Mixed—process clinical reasoning/theory.
Five microskills model	An instructor-centered model of clinical teaching: (1) Get a commitment; (2) Probe for supporting evidence; (3) Teach general rules; (4) Reinforce what was done well; and (5) Correct mistakes. An additional stage is the ‘Debrief’.
Hypothesis-driven data collection	A combination of data collection and clinical reasoning resulting in early generation of hypotheses and resultant data collection is used to rank competing differentials/management approaches, resulting in limited but focused data collection.
Illness script	An organized mental summary of the knowledge of a disorder. Common synonyms: Medical scripts, Schema.
Intuitive type of clinical reasoning	Based more on cognitive short-cuts (e.g., heuristics) than real intuitive (gestalt effect) processes. Therefore, even the intuitive type of clinical reasoning is not equal to the real meaning of intuitive (‘judgment made quickly and without apparent effort’). Common synonyms: Experiential, ‘Gut feeling’, Inductive, Non-analytical, Tacit, or System/Type 1 clinical reasoning.
Metacognition	Critical awareness of one’s thought processes and learning, and an understanding of the patterns of thinking and learning (‘thinking about thinking’).
Problem representation	A one-sentence summary that highlights the defining features of a clinical encounter. Common synonym: summary statement.
Reflection	Metacognitive process that may occur before, during or after an encounter with a purpose of developing deeper understanding of the encounter and self ± the team to inform the ongoing and/or future actions, behaviors, and encounters.
Reflection for action	A process of self-evaluation of the action to happen, including planning for action and doing the action, anticipating the unexpected, and planning and executing adjustments from before, during and after the encounter.
Reflection in action	A process of self-evaluation of the action as it happens resulting in ongoing adjustments during the encounter.
Reflection on action	A process of self-evaluation of the action after it has been completed, planning for adjustment in future encounters.
Semantic qualifiers	Abstractions expressed using medical rather than lay terminology. Generally, they exist as divergent pairs that aid in comparing and contrasting the hypotheses. Examples of semantic qualifiers include acute or chronic, being affected by XX or previously healthy, bilateral or unilateral, constant or exacerbated by XX, continuous or intermittent, copious or scant, dull or sharp, frequent or rare, generalized or localized, left or right, mild or severe, etc.
Team-based learning	A method in which solving an authentic clinical case using clinical reasoning skills. Particularly useful in developing basic science concepts through peer-learning approach (learning occurs within a team but also between teams when activity carried out concurrently with more than one team) and activation of prior knowledge. Learner-centered approach to learning.
Work-based learning	An educational method that immerses the learners in the workplace. Common synonyms: Experiential learning; Exposure to practice.
Working memory	One of the executive functions of the brain associated with the retention of a small amount of information in a readily accessible form necessary for comprehension, learning, and reasoning