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Educating Decision Makers posits that developing knowledge alone will not enable students to make decisions when faced with uncertainty, and instead proposes a new way of organizing curricula based on the kinds of decisions graduates are expected to make as opposed to what graduates are expected to know. This evaluation reviews that proposal along with the impacts of the proposed change on how courses are designed and assessed, and ultimately, how institutions function. What distinguishes this review is its attention to how the book utilizes the epistemology of evidence-based clinical practice to inform curriculum theory. That is an observation regarding the book's intellectual heritage as opposed to a claim that it has originated something unique within the field. The main unresolved issue is the apparent contradiction between the author's stated intent to utilize the framework to assess student decision-making capabilities across all fields, and her acknowledgment that assessing decision-making through decision-centered assessments can be inconsistent.
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