Abstract:
Background: Clinical reasoning is a fundamental competency in medical education, essential for
accurate diagnosis and effective patient management. Traditional lecture-based teaching often limits
students’ ability to apply theoretical knowledge to clinical situations. Interactive learning
approaches, including problem-based learning, case-based discussions, and simulations, have been
proposed to enhance analytical and reasoning skills among undergraduate medical students.
Objectives: To evaluate the impact of interactive learning approaches on the development of
clinical reasoning skills among undergraduate medical students.
Study Design & Setting: A quasi-experimental study was conducted at the Department of Medical
Education of Medical Education Foundation University Islamabad.
Methodology: A total of 170 undergraduate medical students were enrolled and randomly divided
into two equal groups. Group A received interactive learning sessions, while Group B underwent
traditional lecture-based instruction. Clinical reasoning skills were assessed before and after the
intervention using a validated Clinical Reasoning Assessment Tool (CRAT). Data were analyzed
using SPSS version 25.0, with p ≤ 0.05 considered statistically significant.
Results: The mean post-test score in the interactive learning group was significantly higher (78.62
± 7.24) than in the traditional learning group (68.13 ± 6.91) (p < 0.001). Both groups showed
improvement from pre- to post-test, but the gain was greater among students exposed to interactive
strategies. Student satisfaction and engagement were also significantly higher in the interactive
learning group.
Conclusion: Interactive learning approaches significantly enhance clinical reasoning skills,
engagement, and satisfaction among undergraduate medical students compared to traditional
methods.
