Organizing pneumonia is a condition first described in 1941. Its symptoms are nonspecific (fever, arthromyalgia, etc.), and its diagnosis relies primarily on histology, when this is not feasible, it is based on a combination of clinical, laboratory, and radiological findings, in the absence of a differential diagnosis particularly active infections. It is a rare condition that may be secondary to another condition or primary and referred to as cryptogenic. Numerous causes of organized pneumonia have been described: post-infectious, associated with connective tissue diseases, drug-induced, etc. It affects all age groups, with the idiopathic form predominantly occurring between the ages of 50 and 60. A non-contrast chest CT scan may be suggestive but remains nonspecific and must rule out infection. Bronchoalveolar lavage can help rule out active infectious causes and provide diagnostic clues; however, the gold standard remains histological examination, which reveals endoalveolar buds, an inflammatory infiltrate of the alveolar walls, and thickening of the alveolar walls. Treatment is usually based on corticosteroid therapy for the cryptogenic form but must be tailored to the underlying condition when the disease is secondary. The prognosis is generally favorable in the cryptogenic form and depends on the cause in the secondary form.

Explicit training in clinical reasoning and rational decision-making improves the quality of diagnostic judgments, patient safety, and the ethical dimension of decisions by strengthening metacognition, enriching illness scripts built from clinical practice, and incorporating patients' values. To be effective, it should rely on a longitudinal curriculum, active strategies (deliberate practice, SNAPPS+, one-minute preceptor, test-enhanced learning), and a climate of cognitive safety. The challenge is to structure such teaching within clinical environments under heavy time pressure, workload and patient turn-over, with unpredictable teaching opportunities, limited institutional recognition, and large, heterogeneous groups of learners.

Functional cognitive disorder (FCD) is a frequent and underrecognized cause of cognitive complaints. Long regarded as a diagnosis of exclusion, conceptual advances have allowed this condition to be integrated within the nosological framework of functional neurological disorders, and to be approached through a positive definition based on the identification of internal inconsistency signs. Nevertheless, establishing a diagnosis of FCD can prove challenging in clinical practice, particularly due to overlapping features with the main differential diagnoses. Through the illustration of a typical clinical case, this article aims to support the positive diagnostic criteria for FCD, and to highlight the key arguments allowing FCD to be distinguished from its main differential diagnoses: cognitive symptoms related to depressive disorder, neurodegenerative diseases at the prodromal stage, and malingering. Diagnosing FCD requires a comprehensive patient evaluation, integrating a qualitative analysis of the interview and the patient's conversational profile alongside the assessment of symptoms, physical examination, and neuropsychological testing.