Problem-based learning (PBL) is used all over the world and is recognised as a modern and efficient way of teaching medicine. In most medical schools, these techniques are applied during the pre-clinical phase of the curriculum. We report here our experience with PBL during clerkship rotations. These sessions, called Clinical Reasoning Learning (CRL), have, as a main objective, the organisation of knowledge already stored by our students in mental networks, using a well-defined strategy. The principle of these sessions is to recreate a clinical consultation setting focussed on a specific problem identified among the mandatory objectives of rotation. Based on examples taken from the urological content of teaching during the rotation in surgery, we demonstrate the method and discuss the basis of this technique.
Many medical schools worldwide have made the shift toward problem-based learning (PBL) medical education. Some of them employ these new techniques in only part of their teaching, and usually in the pre-clinical phases, to make basic sciences easier and more attractive.
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