IMPACT OF INTERACTIVE LEARNING APPROACHES ON THE DEVELOPMENT OF CLINICAL REASONING SKILLS AMONG UNDERGRADUATE MEDICAL STUDENTS

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.