STRENGTHENING CLINICAL REASONING IN INFECTIOUS DISEASES

Clinical reasoning is a fundamental competency for medical graduates, directly influencing diagnostic accuracy and patient safety. Infectious Diseases (ID) courses provide a rich context for reasoning development, as students must integrate epidemiology, microbiology, and clinical syndromes into coherent diagnostic pathways. However, many undergraduate students (3rd–6th year) struggle to connect theoretical knowledge with real patient scenarios. Traditional lecture-based teaching often emphasizes factual recall rather than the dynamic process of reasoning. To address this gap, innovative pedagogical approaches—such as case-based learning, problem-based learning, team-based learning, simulation/OSCE, illness scripts, reflective debriefing, formative assessment, concept maps, and the FILA method—offer structured opportunities to practice and refine diagnostic thinking.