Despite the significant advances achieved these recent last years in terms of technologies widespread use in medical education, clinical reasoning learning (CRL) remains an extremely hard task in which there are still many gray areas that should be enlightened to better understand it. Furthermore, while CRL is basically a collaborative task implying the participation of many students and tutors working simultaneously on a same case, it should be considered from a social perspective. The authors followed then a collaborative-based learning approach, which consists in designing a shared workspace to support collaboration and enable social clinical knowledge acquisition. They started with a deep analysis of the CRL process in order to understand the usual way under which students learn together and then, highlight the vital collaborative learning tasks that need to be supported. The resulting designed model allowed us to shift towards Collaborative CRL (CCRL).

Despite the significant advances achieved these recent last years in terms of technologies widespread use in medical education, clinical reasoning learning (CRL) remains an extremely hard task in which there are still many gray areas that should be enlightened to better understand it. Furthermore, while CRL is basically a collaborative task implying the participation of many students and tutors working simultaneously on a same case, it should be considered from a social perspective. The authors followed then a collaborative-based learning approach, which consists in designing a shared workspace to support collaboration and enable social clinical knowledge acquisition. They started with a deep analysis of the CRL process in order to understand the usual way under which students learn together and then, highlight the vital collaborative learning tasks that need to be supported. The resulting designed model allowed us to shift towards Collaborative CRL (CCRL).

In collaborative clinical learning field, several recent pertinent studies showed that gathering learners with their tutor still insufficient to improve students' learning quality and knowledge acquisition. Consequently, focusing attention on professional skills within a collaboration environment seems to be the most appropriate way to reach the wished learning objectives, particularly in a complex specialty such as medical diagnosis learning. In this paper, we firstly introduce the concept of medical diagnosis from cognitive studies view that have been performed in the field of medical education. Then, we will discuss our shared web environment designed to support distance diagnosis learning, which aims to promote knowledge coconstruction and collaboration between learner

In collaborative clinical learning field, several recent pertinent studies showed that gathering learners with their tutor still insufficient to improve students' learning quality and knowledge acquisition. Consequently, focusing attention on professional skills within a collaboration environment seems to be the most appropriate way to reach the wished learning objectives, particularly in a complex specialty such as medical diagnosis learning. In this paper, we firstly introduce the concept of medical diagnosis from cognitive studies view that have been performed in the field of medical education. Then, we will discuss our shared web environment designed to support distance diagnosis learning, which aims to promote knowledge coconstruction and collaboration between learner