Embedding clinical reasoning into an undergraduate medical curriculum: a multi-stakeholder perspective.

Canadian medical educators recognize the need for deliberate clinical reasoning (CR) instruction at the pre-clinical level, though integration into real-time education remains unclear. This focus group study finds that medical students gained diverse CR knowledge during their courses and applied it to diagnostics, history-taking, and clinical problem-solving. Broader stakeholder experiences captured largely aligned with curriculum goals but highlighted some difficulties. Results show CR can be integrated in undergraduate curricula, though challenges exist.