Background: Learning clinical reasoning (LCR) sessions were first described by Dr. M. Chamberland in 1998. These sessions are intended to support the development of clinical reasoning in a protected learning context. They are structured to reproduce the processes that clinicians spontaneously use, the generation of hypotheses, the collection of clinical data to develop a correct and seriously considered medical attitude. Objective: To analyze the impact of clinical reasoning learning sessions in dental prosthesis as an active teaching strategy applied to dental interns. Method: A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. The session duration was of two-hours, subdivided into 4 sequences: situation and evaluation before the ARC, strategic approach of the session, discussion of clinical cases aloud and finally the study of the impact of the introduction of the LCR method. Results: After the implementation of our clinical reasoning supervision model, intern’s reasoning improved and became more structured, however our session revealed clinical gaps that interns have in some disciplines. These gaps concerned specialties such as orthodontics, occlusodontics and implantology. This work is part of a set of two parts, the first deals with the evaluation of clinical reasoning in a population of dental interns at the end of their internship, and the second is a satisfaction survey relating to the introduction of LCR as a method of active teaching, within the same population.

A descriptive cross-sectional epidemiological survey was carried out on 12 interns (among 19 invited) from the 2017 and 2018 promotions. Our survey was in the form of a two-hour session, subdivided into 4 sequences: situation and evaluation of clinical reasoning in dental interns before LCR, discussion of clinical cases in groups and finally the study of the impact of the introduction of the LCR method. This satisfaction survey focused on several axes (pedagogical, technical and general appreciation aspects), respondents had to choose between five different degrees of satisfaction according to the LIKERT scale. The overall appreciation was very positive and the experience of introducing LCR as a model of pedagogical supervision was very accepted by all interns and they also demonstrated their preference for group work. This work is part of a set of two parts, the first deals with the evaluation of clinical reasoning in a population of dental interns at the end of their internship, and the second is a satisfaction survey relating to the introduction of LCR as a method of active teaching, within this same population.