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Clinical Reasoning Apprenticeship (CRA) is a contextualized, student-centered teaching method. Its effect on improving clinical reasoning (CR) appears to be well documented in several fields of medicine. However, its contribution to the teaching of gastroenterology and its appreciation by learners appear to be less well documented.The objectives of our work were to evaluate the perception and immediate pedagogical effectiveness of three clinical reasoning learning sessions with DCEM2 learners at the Tunis Faculty of Medicine.