Tufts Department of Occupational Therapy uses clinical reasoning as the organizing framework for its curriculum. Clinical reasoning is a dynamic process of inquiry in action that takes place in the context of occupational therapy evaluation and intervention. Through clinical reasoning (observation, interaction, procedural and conditional reasoning), the occupational therapist thinks about what to do and why; how to proceed; what works; and what to change when working with the client. In ongoing clinical reasoning seminars, the faculty and students examine this process in the context of occupational therapy practice. The implementation of this philosophy provides students with a solid theoretical and practical foundation, as well as inquiry skills that address theory development and research. Forms of clinical or professional reasoning can include scientific, narrative, pragmatic, and ethical as well (Schell & Schell, 2008).