Problem-Based Learning (PBL) method is based on activities that encourage several education competencies, making shorter the distance between real and hypothetical learning problems. To establish the relationship between clinical reasoning and PBL teaching, action research method was implemented in 32 Mexican second-year Nutrition Bachelor Students during a 16-week period. For measuring the level of clinical reasoning, the validated Comprehensive Integrative Puzzle (CIP) was applied in three different moments. PBL Teaching improves significantly clinical reasoning in Nutrition students (p <0.05) mainly on the identification of the Clinical-Nutrition File, at establish a Nutritional treatment and on the assertiveness to emit a Nutritional diagnosis. Article visualizations
