| Summary: | The author begins by posing a question: What does it mean to speak of clinical teaching, moving from an analysis covering his bases? Then offers a possible answer: first, it means trying to understand what is at the basis of clinical teaching, or what funds this knowledge. It is therefore to investigate the concepts advance the fundamentals of this science, forming and supporting his research, his criticism, his speech. This is necessary to understand how scientific education is born and takes shape in a more practical and problematic context, always in relation with the many dimensions of the subject.
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