Abstract:

Clinical reasoning learning (CRA) is a teaching method based on interactive teaching. Its objective is to lead the student to acquire a diagnostic approach by developing a clinical reasoning. In order to evaluate this method of active teaching from the point of view of the medical student, we carried out a cross-sectional descriptive study among students of the 3rd year of medicine of the faculty of medicine and pharmacy of Marrakesh, having held out-patient clinics at the Mohamed VI university hospital in Marrakesh or at Ibn Sina Military Hospital and attended at least two CRA sessions during their day school curriculum. Data were collected during the last week of July 2016, via a quiz. One hundred and forty-two quiz were operated with a participation rate of 95%. Students reported that CRA sessions are interesting but insufficient. The CRA sessions had a very important place in medical education for 84% of our students and they had brought medical knowledge to the majority. The clinical reasoning learning made it possible to apply the theoretical knowledge acquired during the medical studies for 62% students and allowed to acquire medical skills for 95%. It turns out that the CRA is a teaching method which is appreciated by students and which is an interesting complement to the traditional forms of teaching. 

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