This paper is the result of an experience in a discussion group, in which medical students discussed their first experiences in clinical practice. The research made in the analysis of the discourse of this discussion group isolated themes using the dialogical principle of Bakhtin and Perelman's theory of argumentation, and went beyond the anatomo-clinical and epidemiological rationality as it used the operational value of psychoanalytic concepts to the interpretation and deconstruction of the meanings produced in an intersubjective field. The resulting interpretations in our pedagogical experience - which cannot be said unique or exclusive - shows how this experience can contribute to a critical analysis in maintaining the tension and the production of knowledge between diseased and disease, and can furthermore influence medical formation in a highly complex practice by its opposition to any reductive thinking of an exclusive knowledge about pathology and disease.
Medical education; Clinical rationality and experience; Medical discourse