Evaluation of clinical reasoning skill and development of its educational program

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We evaluated clinical reasoning skills among medical students and identified the relationship between case difficulty and performance of reasoning processes. Intuitive reasoning performed better in simple cases but analytic reasoning did better in difficult cases.Intervention by providing differential diagnosis reminder was effective for solving difficult cases. Further, we developed electronic learning modules for learning clinical reasoning and proved its effectiveness for improving satisfaction and reasoning performance among students. Use of these interventions may enhance quality of care by improving patient outcomes.