Abstract: Clinical reasoning is one of the core competencies for all clinicians. It has been a central topic of medical education and studied by many health institutes around the world. The University of Alberta is one of the leading institutes in teaching clinical diagnosis reasoning. This article introduces three themes of training for clinical diagnosis reasoning using in the University of Alberta. The three themes include the fundamental theories, effective questioning techniques to foster clinical diagnosis reasoning, and tools that are available for assessing clinical diagnosis reasoning. The experience from University of Alberta may help medical educators in China to build an effective faculty development program and strengthen the training of clinical diagnosis reasoning for medical students in China.

Key words: Clinical diagnosis reasoning, Faculty development, Education theory, Teaching and assessment