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Albert FA, Seidu AA, Mason HM, Anderson E, Alele FO, Heggarty P, Hollins A, Gupta TS, Hays RB, McArthur L, Malau-Aduli BS. A systematic review of medical practitioners' retention and application of basic sciences to clinical practice. BMC MEDICAL EDUCATION 2024; 24:997. [PMID: 39272053 PMCID: PMC11396528 DOI: 10.1186/s12909-024-05952-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2024] [Accepted: 08/23/2024] [Indexed: 09/15/2024]
Abstract
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.
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Affiliation(s)
- Francis A Albert
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Abdul-Aziz Seidu
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Hannah M Mason
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Emma Anderson
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Faith O Alele
- School of Health, University of the Sunshine Coast, Sippy Downs, QLD, 4556, Australia
| | - Paula Heggarty
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Aaron Hollins
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Tarun Sen Gupta
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Richard B Hays
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia
| | - Lawrie McArthur
- Adelaide Rural Clinical School, University of Adelaide, Adelaide, SA, 5606, Australia
| | - Bunmi S Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, 4811, Australia.
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, The University of Newcastle, Newcastle, NSW, 2308, Australia.
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Ashwathy VT, Avanthi E, Narayanam H, Lokesh BN. Perception of undergraduate medical students on learning physiology: A descriptive cross-sectional study in a medical school of South India. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:139. [PMID: 38784262 PMCID: PMC11114537 DOI: 10.4103/jehp.jehp_1077_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 09/26/2023] [Indexed: 05/25/2024]
Abstract
BACKGROUND Understanding the various principles in physiology is very important for medical students to apply their knowledge in clinical practice. Most of the students learn physiology just to clear exams. There is a need to understand the student's perception on the significance of learning physiology in medical colleges, its role in clinical practice, research, and the subject of career choice. MATERIALS AND METHODS A descriptive cross-sectional questionnaire-based study was conducted in a medical college in Karnataka, India. A total of 100 medical students studying in year 2 MBBS were enrolled into the study. Responses were collected, validated, and analyzed to understand the perception. RESULTS All the participants (100%) felt physiology is an important subject in the medical curriculum and 93% of participants felt physiology knowledge was essential to become a better doctor. It was observed that 48% of the participants were interested in pursuing research in physiology and only 24% of the participants agreed on considering physiology as a carrier option. CONCLUSIONS Medical students perceived physiology as an important and interesting subject in the medical curriculum. However, only few of the students were inclined to do research in physiology and agreed on pursuing physiology as a carrier option. The scope of study in physiology is vast due to the large variety of interdisciplinary topics included in different systems. Subsequent decrease in job opportunity, lack of awareness of research opportunities, and lower pay scale in the medical colleges in India lead to less interest in students for considering physiology as a carrier option.
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Affiliation(s)
- VT Ashwathy
- Department of Physiology, Faculty of Medicine, Manipal University College Malaysia, Bukit Baru, Melaka, Malaysia
| | - E Avanthi
- Department of Pharmacology, SUIMS, Shimoga, Karnataka, India
| | - Harini Narayanam
- Department of Physiology, Faculty of Medicine, Manipal University College Malaysia, Bukit Baru, Melaka, Malaysia
| | - BN Lokesh
- Department of Pharmacology, All India Institute of Medical Sciences, New Delhi, India
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Poleneni SR, Chandrupatla M. Importance of online self-assisted assessments for medical students in knowledge acquisition. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:105. [PMID: 37288417 PMCID: PMC10243425 DOI: 10.4103/jehp.jehp_342_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 11/21/2022] [Indexed: 06/09/2023]
Abstract
BACKGROUND Assessment is an important aspect of teaching and learning in medical education. Regular early assessments create scope for improvement in students, and this digital era technology should be utilized for ease of administration. E-assessment involves the usage of technology to create, deliver, collect, and provide feedback to the students. The present study aims to understand the importance of online assessment and the preference of students with difficulties faced and the methods of improvement. METHODS AND MATERIALS This study was a cross-sectional descriptive study conducted among fifty-six undergraduate medical students, where forty-five objective structured practical questions (OSPEs) were administered to the students in anatomy. After the assessment, feedback was collected in the form of a fifteen-item questionnaire. The responses were graded using a five-point Likert scale and represented in the graphs using Microsoft Excel software. RESULTS The feedback collected has the following responses. The prosected specimen pictures used in the exam, with pointers and markers, were clear and oriented for which 77% agreed, the pointers and markers were clear and easy to identify for which 79% agreed, and 66% preferred the traditional method of assessment over the online mode of assessment and 48% were neutral on the question of whether E-assessment improves knowledge and skills. Most of the students preferred the traditional method of assessment over the online method of assessment. CONCLUSIONS Traditional methods of teaching or assessment cannot be replaced by online methods, but technology can be utilized as an addition to regular mode to improve the outcome. Regular early formative assessments help teachers to understand areas of deficiency and help students in improvement. E-assessment can be adapted for formative assessment and regular practice because of their ease of administering and providing feedback simultaneously.
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Affiliation(s)
- Sushma R. Poleneni
- Department of Anatomy, ESIC Medical College and Hospital, Sanathnagar, Hyderabad, Telangana, India
| | - Mrudula Chandrupatla
- Department of Anatomy, All India Institute of Medical Sciences, Bibinagar, Telangana, India
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Pradhan B, Rokaha PS, Lama A. A Transitional Experience: Basic Science to Clinical Rotation. JNMA J Nepal Med Assoc 2023; 61:297-299. [PMID: 37203946 PMCID: PMC10231527 DOI: 10.31729/jnma.8077] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Indexed: 06/21/2024] Open
Abstract
UNLABELLED Bachelor of Medicine and Bachelor of Surgery is a roller coaster journey that is educational yet emotional. Because of how the context and responsibilities change throughout time, learning is exciting. Nevertheless, the exposure to basic science during this course teaches us to be diligent, committed, and compassionate, and it also gets us ready for the next stage of clinical practice. For us as students, the primary areas that change as a result of this transformation are professional networking, workload, patient interaction, time management, leadership, and communication skills. In this journey, the transition is inevitable so we need to adapt to change seamlessly. Additionally, extracurricular activities play a significant role in this journey. KEYWORDS clinical medicine; communication; educational activity; leadership.
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Affiliation(s)
- Bishal Pradhan
- Nepalese Army Institute of Health Sciences, Sanobharyang, Kathmandu, Nepal
| | | | - Ashmina Lama
- Kathmandu Medical College and Teaching Hospital, Sinamangal, Kathmandu, Nepal
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Teshome D, Tiruneh C, Berhanu L, Berihun G. Medical Students' Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:431-438. [PMID: 33976581 PMCID: PMC8106454 DOI: 10.2147/amep.s309440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 04/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The knowledge of basic medical science could help to remember a fact and be used to understand causal mechanisms of disease process that improve the accuracy of diagnostic formulations. OBJECTIVE To assess the perception and attitude of medical students towards basic medical science subjects along with retention rate and clinical relevance in Wollo University. METHODS Institutional-based cross-sectional study design was employed in Wollo University from September, 2020 to October, 2020. A pre-tested and structured self-administered questionnaire was used for data collection. All opinions were rated using a positive-point Likert scale, which ranges from "strongly disagree" to "strongly agree." The data were entered and analyzed using SPSS version 20. RESULTS A total of 153 students participated with a 100% response rate. Among them, 45 (29.4%), 38 (24.8%), 39 (25.5%), and 31 (20.3%) were PC-II, C-I, C-II, and Intern students, respectively. Ninety-six (62.7%) of medical students were very much interested in basic medical science subjects. But, 113 (73.9%) of them did not have plans to join the subjects as a future career. The main reasons in more than half 85 (55.7%) of the respondents were less financial growth followed by less chance of promotion 31 (20.3%). There were 66.7% of the students who considered anatomy as clinically relevant, whereas 53.6% and 47.1% considered physiology and biochemistry, respectively, to be clinically relevant. The number of students who could recall anatomy and physiology during relevant clinical discussions was 102 (66.7%) and 85 (55.6%), respectively. This percentage was relatively less for biochemistry (26.8%). CONCLUSION In conclusion, medical students have a positive attitude towards basic medical science subjects. However, they are hesitant to join the field because it offers them less financial growth and few chances of promotion. Moreover, anatomy and physiology were highly relevant subjects during clinical practice. But, the retention rate of basic medical science knowledge during their clinical year was low.
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Affiliation(s)
- Daniel Teshome
- Department of Anatomy, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Chalachew Tiruneh
- Department of Anatomy, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Leykun Berhanu
- Department of Environmental Health, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
| | - Gete Berihun
- Department of Environmental Health, College of Medicine and Health Sciences, Wollo University, Dessie, Ethiopia
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