US and China are reforming mathematics teaching by shifting from students' attainment of facts and procedures toward development of competencies in reasoning, communication, connections, and problem solving, and application of these in real life contexts.
Both improve student quantitative competencies and reasoning and can contribute to the future success of these students.
A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals.
A recent review has discussed the potential pitfalls of using SCT as a valid tool to measure clinical reasoning competencies, among which is implicitly discouraging the seeking of empirical evidence for the scoring key since this test assumes no single correct answer for any item [33].
The Vision and Change in Undergraduate Biology Education report calls for a focus on the core competencies of quantitative reasoning, modeling, and simulating complex systems.
The most ideal way to judge students' or physicians' clinical competencies and clinical reasoning, would be through direct observation of a large number of real patient encounters in the normal work place environment.
However, placing students along a continuum of evolutionary reasoning competency was straightforward in most cases.
For students to achieve more expert-like competency in evolutionary reasoning, then, they must consider both adaptive and non-adaptive processes as possible contributors to evolutionary causation.
In short, students' competency in evolutionary reasoning should be measured by their ability to consider both drift and selection as possible causal mechanisms in their explanations for trait change.
Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills.
And although clerkships are considered crucial for acquiring a range of competencies, such as diagnostic reasoning and physical examination skills, the actual learning process in the clinical learning environment remains poorly understood [ 4].
