Case discussion in teams as a strategy for practicing clinical reasoning since the basic cycle

The curricular strategies that pursue integration between basic sciences and clinical sciences are enriched with the introduction of case discussions from the first academic years of the medical major. In this respect, this work had the objective of reflecting on the educational value of a proposal of a learning setting, through the method of collective discussion of clinical cases for students in the first academic years of the major. The theoretical foundations of the work were added a case example adapted for students at the basic cycle of Medicine. Active learning methods shift prominence to the learner; giving and receiving have been replaced by creating together. Subdividing the class into small groups (teams), facilitated by a teacher, stimulates student interaction. The clinical case places the patient at the center of the process, while the direction of the discussion is negotiated through the analysis of the clues offered by the situation, from the different interpretations of the participants, helped by the teacher. This reflection is not aimed at substituting other settings necessary to understand the content of individual disciplines, because that one, as long as it is the first level of knowledge, needs to be reactivated and analyzed during the case discussions. The evocation of topics through various clinical cases, and team creation, are expected to facilitate the penetration in its essence (abstraction) and consequently its application in new “patients.”.