General practice clinical reasoning is an ability that cannot be directly observed. Currently, there is a lack of objective and comprehensive assessment tools to reflect the trainees' proficiency in this aspect.

Based on the constructivism learning theory, this paper maked a qualitative study on the course experience interview of teachers and students by introducing programmatic assessment (PA) into the course"General Practice Clinical Reasoning", aiming at improving the evaluation system of general practice clinical reasoning and improving the quality of the course and cultivating high-quality talents.

Using purposive sampling, three teaching faculty members and fourteen students who participated in the practical sessions of the course "General Practice Clinical Reasoning" at Tongji University School of Medicine from September to December 2022 were selected as research subjects. Based on constructivist learning theory, an interview outline was developed and semi-structured interviews were conducted. The interview results were analysed using a directed content analysis method.

It could be summarized into 4 themes and 10 sub-themes: (1) Context: novelty, interest and practicality of the course. (2) Collaboration: mixed class collaboration, collaboration between teachers and students, collaboration between students. (3) Conversation: multi-source feedback and subjective evaluation. (4) Meaning construction: construct students' clinical reasoning and teachers' ability.

From the perspective of constructivism, this paper makes a qualitative study on the curriculum experience of PA introduction. It holds that the context design follows the principle of "expanding information and accelerating knowledge understanding", and collaboration is a breakthrough to the traditional teaching mode and culture of the whole subject, and two-way feedback exchange in the conversation can finally realize the joint construction of teachers and students' abilities.