Abstract
<h3>Introduction</h3> Clinical reasoning is a complex task which is generally acquired through years of experience. Learning by concordance (LbC) is an educational reflective tool that fosters clinical decision-making in complex situations. It is widely used and validated in medical education, but is new to dentistry. This presentation aims to familiarize oral pathology educators with LbC, the construction of a LbC activity, and its possible applications in dental education. <h3>Materials and Methods</h3> LbC activities were created and implemented in the undergraduate oral pathology curriculum at Université de Montréal. The principles behind LbC are presented, as well as the steps required to create a LbC activity, and the possible applications in oral pathology training. Student feedback is also presented. <h3>Results</h3> In a LbC activity, the student is presented a variety of clinical scenarios requiring them to interpret incoming information and make decisions. It focusses on the many micro-decisions that a clinician makes throughout a clinical exam in order to provide a diagnosis or institute treatment. After answering a question, the student receives immediate feedback from a panel of chosen experts, allowing the student to assess if there is concordance. Through online applications and educational plaforms, LbC is now accessible to dental educators. <h3>Conclusions</h3> LbC is a simple, low-cost and efficient way to help students reinforce their clinical reasoning skills and auto-evaluate their understanding by comparing their reasoning to that of experts located worldwide. It can also provide valuable assessment of what students think and how they reason. In addition to clinical reasoning, it can be used to teach and assess professionalism. Its online applicability provides new teaching opportunities in undergraduate, graduate and continued dental education, especially in the new context provided by the COVID-19 pandemic.
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