Abstract:
Medical students are usually left to learn clinical reasoning in the clinical years with direct patient interaction. Research evidence shows that the skill can be learned in preclinical years by employing paper case based methods of teaching without actual patient interaction. A direct observational tool to assess clinical reasoning was developed after literature search in consultation with and by receiving feedback from educationalists. Cronbach alpha reliability of the tool was excellent at 0.92. Interrater reliability by t-test showed lack of agreement between two raters. The tool is reliable, useful and feasible. Further studies can be carried out on its validity and utility. Regular training of raters with timely feedback is required to improve interrater reliability
