Background: Despite clinical reasoning standing at the core of health professions practice, it is often taught implicitly and informally within the health professions and there is a lack of its structured education. Multiple professions can gain from a supportive framework with explicit learning objectives and expressed key educational aspects. Our aim was to develop such a framework to support development of a longitudinal and adaptive clinical reasoning curriculum for students and teachers in health professions education.Summary of Work: Educators and researchers from several universities and learning institutions across Europe and the USA gathered to strengthen clinical reasoning education (DID-ACT consortium). As a part of a greater Kern-cycle of curriculum-development, participants worked in multiprofessional groups to identify resources, learning activities and assessments addressing target areas derived from a needs analysis.Summary of Results: The DID-ACT framework is based on a learner-centered and active learning pedagogical approach using contextualized patient-scenarios as point of departure. Thirty-five learning objectives were formulated regarding clinical reasoning theories, cognitive biases, about gathering, interpreting and synthesizing patient information and participation, as well as collaborative aspects of clinical reasoning. Learning activities and assessment methods were constructively aligned using a competence-based approach. Progression was described at novice, intermediate and advanced student levels, and at a teaching level.Discussion and Conclusions: Whereas competence-based learning objectives and curricular goals relating to clinical reasoning exist, DID-ACTs collaborative effort presents a novel contribution. It adds to previous work in its explicit focus on clinical reasoning and multiprofessional approach. The presented framework will be used to develop blended learning for students and educators within the consortium and can contribute to future standardized clinical reasoning curricula.Take-home Messages: Clinical reasoning is often taught implicitly and informally within the health professions. A collaborative effort has developed a curricular framework to buttress students clinical reasoning and support educators. This framework highlights key curricular aspects and presents a range of resources, learning activities and assessments.