• Valentina da Bove Rybertt, Fredyl Segue Palma, Ricardo Arteaga San Martín, Camila Antileo Pinto, and Pablo Carmona Maldonado.
• Instituto Aparato Locomotor y Rehabilitación, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile.
• Rev Med Chil. 2022 Nov 1; 150 (11): 152615331526-1533.

BackgroundClinical reasoning (CR) is a training mainstay in health care careers.AimTo describe the perception of students and teachers about the development of clinical CR in Kinesiology and Dentistry careers.Material And MethodsExploratory descriptive qualitative study, with 12 informants (six teachers and six students), applying a script of questions through a semi-structured interview. A thematic inductive data analysis was carried out.ResultsTwo hundred thirty-five meaning units, 38 codes, seven subcategories and three categories were collected. CR was reported as a basic analysis process in health care training. Its necessary elements are knowledge, a learning environment and a facilitator teacher, among others. Motivation, analysis models, variability and exposure are reported as facilitating factors for the development of CR. Teacher paternalism, resistance to change and few learning opportunities are presented as obstacles. Active strategies such as clinical cases, simulation and clinical practice are perceived as facilitators for the development of CR. Those situations where the student does not assume a leading role such as lectures and activities in large groups, are considered as obstacles.ConclusionsBoth students and teachers point to CR as an analysis process that is indispensable in both careers. Exposure to variable educational experiences through active educational strategies in small groups encourages CR.

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