Teaching-learning of clinical reasoning for a reflexive praxis. Case: medical career at a private university in Zacatecas

Abstract

This paper analyzes the characteristics of the clinical method and the importance of teaching and learning this process in a medical program at a private university. It is assumed that the development of the clinical method is an indispensable cognitive competence for the development of optimal clinical reasoning to ensure that patients recover their health during the exercise of medical practice.  In this program, the teaching and learning of clinical reasoning is taught in two subjects: Integrative Sessions (extracurricular subjects taught from the first to the third semester) and Research Methodology (subject taught in the fourth semester). Based on a cross-sectional descriptive methodology, it was shown that the use of the clinical method as an alternative teaching-learning strategy allows the teaching staff of these courses to initiate the formation of analytical and reflective students. However, the task of developing clinical reasoning is not only a matter of intrinsic and extrinsic interest in students, they need scientific training from the high school level.