Recall of physiology knowledge among medical interns: an exploratory study in Riyadh, Saudi Arabia

A systematic review of medical practitioners' retention and application of basic sciences to clinical practice

BACKGROUND

Medical education offers the foundational base for future healthcare professionals, with basic sciences playing a pivotal role in providing essential knowledge and skills for clinical practice. However, the long-term retention and application of this knowledge in clinical practice remain a significant challenge. This systematic review synthesised global evidence from diverse studies on the short / long-term retention and clinical application of basic sciences among medical doctors.

METHODS

A comprehensive search was conducted across six databases, including Web of Science, Scopus, Medline, CINAHL, Emcare, and Informit. The review included studies that encompassed a variety of study designs, participant groups, and educational interventions. The Quality Assessment with Diverse Studies (QuADS) tool was utilised to assess the quality of the reviewed studies.

RESULTS

A total of 10 studies were included in the review. The findings revealed that rehearsals significantly optimise the retention of basic science knowledge among medical practitioners. Retention varied by discipline, with medical practitioners retaining more knowledge in anatomy (mean scores ranging from 45.0 to 82.9%), while microbiology had the lowest retention score (39.1%). Factors influencing retention included age, gender, and curriculum type. Educational interventions such as targeted courses, integration of basic sciences with clinical skills, generative retrieval and continuous quality improvement in the curriculum were found to enhance both knowledge retention and clinical reasoning. The concept of 'encapsulated knowledge' demonstrates that integrated basic science knowledge helps in synthesising clinical presentations, reducing the need for detailed recall as clinical experience increases. The reviewed studies primarily involved interns and surgeons, leaving a significant gap in research for specialties like internal medicine and primary care/ general practice.

CONCLUSION

Detailed retention of basic science knowledge may diminish over time; however, the conceptual framework remains essential for ongoing learning and clinical reasoning. This review's findings highlight the need for specialised educational interventions to improve long-term retention. Continuous professional development and targeted educational techniques are vital for maintaining clinical competence and applying basic science knowledge effectively throughout a medical career. Further research is needed to address gaps in specialty-specific knowledge application and the impact of different instructional methods.

Students' Satisfaction Regarding the Application of Crossword Puzzles During the Online Teaching Practice of Medical Physiology: A Promising Experience During the COVID-19 Pandemic

Introduction

The coronavirus has hit the world and has led to substantial changes in all aspects of life. One of the important affected aspects is the teaching and learning process. Most of the learning authorities including King Abdulaziz University, Rabigh branch, have shifted to distant and online learning to avoid social contact and spreading the viral infection. Creating an interesting and interactive environment via online learning became necessary to attract the students' attention and sharing in the online sessions was, therefore, crucial.

Methods

Crossword puzzles were created using an online tool. A questionnaire that assesses the satisfaction of the students regarding the application of the online puzzle was built and medical education experts did the content validity. Lectures were given online via the blackboard ultra-collaborate system followed by a brief session for solving the crossword puzzle. Students were given five minutes to think and prepare their answers and then they solved the puzzle via the chat window and the teacher corrected them. The questionnaire was sent to students in a Google form. Statistical analysis was followed using SPSS software.

Results

No major gender differences in students' satisfaction levels. 75.7% strongly agreed that games are an interesting and enthusiastic method in physiology education. 78.4% strongly agreed that games are an effective tool of communication between the teacher and students. 70.3% strongly agreed: crossword puzzle is an interesting interactive online educational tool. 64.9% strongly agreed that puzzles helped them to memorize the definitions and terminologies in physiology. 78.4% strongly agreed that crossword puzzles are a good addition to the educational practice of physiology.

Conclusion

The crossword puzzle is considered a good tool for promoting an interesting, interactive online educational practice. The presence of no major gender difference in the students' satisfaction regarding this tool casts light on the importance of interactive, enjoyable, and creative teaching practice particularly during the stigmata of epidemics.

Recall of Prior Knowledge in Medical Microbiology Among Medical Interns: A Multicenter Cross-Sectional Assessment in Saudi Arabia

BACKGROUND

Retention of basic biomedical sciences knowledge is of great importance in medical practice. This study aimed to provide some insights into medical interns' ability to recall theoretical knowledge of medical microbiology and to explore factors that affect its retention.

METHODS

In this cross-sectional study conducted between January and March 2019, an anonymized questionnaire with 10 validated multiple-choice questions about medical microbiology was distributed as hard copies to test the ability to recall knowledge of Saudi medical interns in three tertiary training hospitals in Riyadh, Saudi Arabia.

RESULTS

A total of 300 medical interns [164 females (54.7%) and 136 males (45.3%)], in three major tertiary medical care centers in Riyadh, Saudi Arabia, voluntarily participated in the study. Almost a third of participants, 107 (36.4%), graduated from medical schools adopting a traditional curriculum, whereas 184 (63.6%) graduated from medical schools adopting problem-based learning (PBL) instructional approach. The overall mean score out of 10 marks was 3.9±1.8 with almost 82% failures scoring less than six marks. Both total and pass/fail grades were significantly associated with interns who graduated from private colleges. Scores were not significantly associated with any of the investigated parameters except type of college (governmental vs private) with a p-value of 0.049.

CONCLUSION

The current study revealed an overall poor recall of knowledge in microbiology among interns. Our findings suggest a need for a careful revision of curriculum to correct deficiencies, particularly in teaching medical microbiology. Integration of basic sciences is required as well as aligning teaching of basic medical sciences with clinical skills.

Assessment of Radiological Sciences Students' and Interns' Long-Term Retention of Theoretical and Practical Knowledge: A Longitudinal Panel Study

PURPOSE

This study examined the long-term retention of radiological sciences' theoretical and practical knowledge among two cohorts of Saudi male and female students and interns at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Kingdom of Saudi Arabia (KSA)-Jeddah campus.

METHODS

A longitudinal panel study was conducted among fourth-year radiological sciences undergraduate students and interns at KSAU-HS, KSA-Jeddah campus. The students were invited to voluntarily retake three onsite 40-multiple-choice-questions midterm exams after one-year interval from their initial midterm exams, whereas the interns retook the same three exams after two years interval. One of the three exams was for a practical course, while the other two were for theoretical courses (ie, one incorporated a blending learning instructional strategy and the second employed a passive learning strategy). The initial exams' scores were retrieved. Paired samples t-test was used to compare paired test scores, and one-way analysis of variance was used to examine differences in the retention percentages between the three courses.

RESULTS

Out of all 42 fourth-year students and interns, 35 (83.3%) participated. The one-year and two-year retake exams' mean scores were significantly lower than the initial exams' mean scores for the three courses and among students and interns (P < 0.05). The one-to-two years retention of practical knowledge and theoretical knowledge via a blended learning instructional approach was 61.5-78.6%, more than the retention of theoretical knowledge via a passive learning approach (47.6-64.1%). The one-year retention of practical and theoretical information was significantly higher among male students (64.1-78.6%) than females (47.6-62.9%).

CONCLUSION

Students and interns showed higher long-term retention of practical knowledge and theoretical knowledge using a blended-learning instructional approach than passive learning approach, with male students showing higher long-term knowledge retention than females. It is essential to incorporate innovative teaching strategies that promote long-term knowledge retention, such as active and blended learning.