Abstract: Clinical reasoning is a core competency in the cultivation of competent medical professionals, requiring practitioners to integrate professional knowledge, clinical experience, and individual patient variability to make sound judgments and therapeutic decisions under conditions of incomplete information, uncertain evidence, and multiple treatment options. Traditional assessment modalities-including written examinations, case analyses, and the objective structured clinical examination (OSCE) -can effectively evaluate learners' theoretical knowledge and fundamental clinical skills, yet they have limited capacity to capture the dynamic reasoning processes deployed in complex clinical scenarios. The script concordance test (SCT) offers a novel approach to address this gap. Grounded in script theory, the SCT presents typical clinical situations with inherent uncertainty, examining learners' abilities to interpret new information and their adjustments in diagnostic hypotheses, test selection, and treatment decisions. Responses are scored by comparison with a reference panel of experts using a weighted scoring system, thereby assessing the degree of concordance between the learner's clinical reasoning and expert patterns. The SCT authentically mirrors realworld clinical decisionmaking logic, is applicable across various specialties and training stages, and demonstrates particular strength in formative assessment by facilitating early identification of learners' thinking patterns and potential deficiencies in information analysis, hypothesis revision, and riskbenefit balancing. At present, the application of SCT in Chinese clinical medical education remains in its preliminary stages. Future efforts should focus on developing standardized SCT item banks and feedback mechanisms tailored to the domestic educational context, and incorporating artificial intelligence-assisted technologies to enhance instructional feedback, thereby improving the effectiveness of clinical reasoning training and the overall quality of medical education.