الفهرس 
Introduction and RationaleOnly 14 pages are availabe for public view
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Abstract
The current quasi-Experimental study was designed to enhance the undergraduate medical students’ diagnostic clinical reasoning skills through using learning by concordance (LbC) approach to teach clinical reasoning and explore its effect on the undergraduate medical students’ clinical reasoning skills. The study findings pointed out that the online learning by concordance approach has a positive influence in enhancing the clinical reasoning skills and engagement in the field of ophthalmology. Moreover, the students perceived the online script concordance test used for assessment of the clinical reasoning skills as a possible effective instructional instrument in addition to being an efficient instrument for evaluating students’ clinical reasoning skills. Most importantly, the students recognize the educational value of the LbC approach and express their willingness to use more of it in their medical education.
Thus, this study declares a promising impact of the online learning by concordance approach based on illness script theory when it used as an instructional approach for clinical reasoning skills. This is attributed to the fact that endorsing the online LbC approach offers the student an interactive nature that enabled the students to approach clinical cases in a manner similar to that would be presented in script concordance test and in realistic clinical scenarios. This approach also could promote active learning, student engagement, analytical thinking, and collaborative learning.
The learning by concordance approach of teaching clinical reasoning should be also implemented in other clinical specialties and other medical schools in future research. This would lead to changing the way of teaching in the clinical context and enhancing the way medical subjects are being instructed. Consequently, it would lead to developing of appropriate clinical experience and sound clinical reasoning skills in undergraduate medical student. These will be needed to manage patients effectively and accurately in the future. Furthermore, it should be accompanied by faculty training to establish clinical reasoning instructional approach in the desired way and as standardized as possible.