Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared information need becomes a collaborative site, it is called Collaborative Information Behavior (CIB). To date, there is no system that fully supports CIB in clinical reasoning learning. This paper focuses on studies conducted in the field of CIB. In addition, research related to the clinical reasoning learning in medical pedagogy is also considered. A model dedicated to the design of a collaborative clinical reasoning behavioral environment in synchronous mode is proposed. The proposed model was concretized by a collaborative environment supporting behavioral competencies in collaborative clinical reasoning based on Web 2.0 technologies (MEDcollab), which aims to make student learning visible and accessible to educators.

Many Intelligent Tutoring Systems (ITS) using a leaming machine companion called LearningCompanion Systems (LCS) has been developed these last years. These systems involve three agents: a teacher, a student and a companion. These systems use the idea that the social interaction has an influence on the cognitive development. The basic idea is that the student can learn from his mistakes and can beneflt from the companion s mistakes. The companion is looked for assistance, and other times as a troublemaker. The goal of the learning companion is to stimulate through collaboration competition and demonstration. This paper outlines the architecture of an intelligent tutoring system based on the Double Test Leaming (DTL) strategy and using two companions as a eo-students where one of both is a troublemaker. The system called DB-TUTOR is proposed to teaching the databases for the students of the third year of the graduate cycle.The DTL strategy introduces a co-student in the learning session that receives the same training as the human student. The idea of the DTL strategy, which contains four phases, is based on that the student will benefit from the eo-students s mistakes and their behavior. When the training phase is completed, the tutor will test the eo-students. In this phase called Post-Testl, the student will follow the interaction between the tutor and the eo-students -Mohamed Tayeb LASKRI

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