Knowledge of clinical reasoning processes is crucial for teaching and assessment of clinical reasoning in the clinical settings. Decision making is one of the important paradigms for research on clinical reasoning, each with its own assumptions and methods. Yet most of the medical educators are seldom aware of the importance of this topic. Clinical reasoning failures may result due to inadequate data gathering or processing of patient information which can culminate in cognitive errors. Unless we promote the development of expert clinical reasoning in a learner, artificial intelligence analogues and processors can potentially replace the role of physician in day to day clinical practice. Teaching clinical reasoning is important and feasible. This article throws light on the fact that teaching clinical reasoning is quintessential for tomorrow’s physicians and this might help learners to improve their diagnostic accuracy and treatment choices.