Abstract
Clinical reasoning teaching is an approach educational method based on learning and contextualized and synthesis education. The aim of this study was to determine the value of clinical reasoning teaching sessions, from the perspective of third year medical students using a self-administered questionnaire. One group of ten students participated in this study. They had clinical case sessions during three weeks. An anonymous evaluation self-administered questionnaire was submitted to the students at the end of the period. The average scores given by students for the items “quality of education”, “atmosphere”, “interest in teaching sessions” and “acquisition of new clinical knowledge” were greater than 7/10. All students opted for clinical reasoning teaching as the preferred teaching method for optimal memorization and have found a real contribution of reasoning teaching in the management of relationship with the patient. Clinical reasoning teaching session appears to be widely desired by medical students.
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