Abstract: Objective To explore the influence of clinical reasoning teaching in probation teaching of gynecology and obstetrics for medical students. Methods From December 2020 to January 2021, 43 five-year program medical students enrolled in 2017 from Sun Yat-sen University were randomly divided into clinical reasoning teaching group (19 students, experimental group) and traditional teaching group (24 students, control group). The score of critical thinking disposition inventory-Chinese version(CTDI-CV) and score of test were compared after teaching by t-test. Results The total CTDI-CV score of the experimental group was higher than that of the control group after teaching, and the score of truth seeking and analysis ability was also better than that of the control group [(284.89±35.73) vs. (264.13±27.12), (36.26±6.11) vs. (32.42±6.11), (44.42±5.99) vs. (40.54±5.32), all P<0.05]. In addition, the total scores and case analysis scores of students in experimental group were higher than those in control group [(91.19±4.04) vs. (88.14±3.46), (31.84±3.70) vs. (28.23±4.23), all P<0.05]. Conclusions Clinical reasoning teaching in medical students has a positive effect on the cultivation of students' critical thinking ability. It can stimulate students' desire to find the truth, improve their ability of analyzing and reasoning about clinical diseases.

Key words: Gynecology, Obstetrics, Clinical reasoning, Critical thinking ability, Role play, Students, Medical