Abstract
Clinical reasoning (CR) is an essential cognitive skill that medical students should learn early in their training. However, medical students find learning CR challenging. This study aimed to explore medical students' perceptions and experiences during CR training. A qualitative study design was employed, collecting data from 26 undergraduate medical students via semi-structured interviews. After teaching a case-based scenario using a "Patient Note Form" (PNF), participants were interviewed with three open-ended questions to evaluate their CR learning experiences. Data was analyzed using inductive thematic analysis. Three themes emerged regarding CR learning during the pediatric rotation: 'Favorable Experience,' 'Challenges,' and 'Helpful Practices'. Students generally reported positive learning experiences, satisfaction, and recognition of the exercises' benefits and strengths. However, they also identified challenges such as knowledge gaps and difficulties in data processing that hindered their CR processes. A solid knowledge base is seen helpful to expedite efficient diagnostic hypothesis generation. So, students expressed satisfaction with their CR learning experience, found it favorable, and believed it would aid their future professional development. Given the importance of CR and the challenges students encounter in mastering it, further research to develop innovative teaching and assessment methods is warranted.