The analysis of residents’ training needs in musculoskeletal disorders of the masticatory system is required in the department, because patients suffering from temporomandibular disorders and referred by general dentists constitute a significant proportion of patients consulting the service. Sufficient skills are thus required to provide appropriate care to these patients. Objective: The aim of our work is to survey residents’ training needs in «Temporomandibular Dysfunction» practicing within the prosthodontics department of the Dental Consultation and Treatment Center of Casablanca. Method: Qualitative descriptive analysis of the initial training requirements in ‘management of temporomandibular dysfunctions« among eleven residents in the department of fixed prosthodontic in Casablanca. Each participant responded to a questionnaire during a brainstorming session and an FGP grid has been done. Results: This work has highlighted a real need for training residents in temporomandibular dysfunction, especially for dysfunction of muscular origin and during the post-occlusal split stabilization period. Conclusion: Knowing the type of dysfunction (muscle or joint) is essential because the effectiveness of the diagnosis is a decisive step in the treatment. Within the context of the analysis of the training requirements for residents of the fixed prosthodontic department Casablanca in temporo-mandibular disorders, our preliminary survey should be regarded as a preliminary study.

Background: The clinical reasoning is expressed daily in the ability to solve clinical problems of patients. Its supervision is essential to establish an individualized educational plan that encourages its development. Objective: To analyze the impact of clinical reasoning learning sessions as remediation strategy of clinical reasoning difficulties. Method: exploratory retrospective study of medical students analyzing the difficulties of clinical reasoning and pedagogic practice of supervision promoting its development through the introduction of clinical reasoning learning sessions guided by a course book and grids evaluation as remediation strategy. Results: After the application of our supervision model of the clinical reasoning, 94.6 % of students were satisfied. They thus suggested the introduction of clinical reasoning evaluation before clinical examinations 7th year. Conclusion: the introduction of clinical reasoning learning sessions both in diagnosis and remediation of difficulties reasoning proves a real need. It would be appropriate to propose models applicable in other disciplines and to integer its evaluation in university program of internship