Long-term understanding of basic science knowledge in senior medical students

dc.creator	Niklas Wilhelmsson
dc.creator	Klara Bolander-Laksov
dc.creator	Lars O. Dahlgren
dc.creator	Håkan Hult
dc.creator	Gunnar Nilsson
dc.creator	Sari Ponzer
dc.creator	Lars Smedman
dc.creator	Anna Josephson
dc.creator	null null
dc.date	2013-09-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:28:24Z
dc.date.available	2015-08-12T11:28:24Z
dc.identifier	10.5116/ijme.5232.2de4
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/84721df212494981b85ef86684d94b3d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30651
dc.description	Objectives: The purpose of this study is to explore the relation between basic science knowledge and the ability to understand and make use of basic science in explaining a clinical scenario in the final year of medical school. Methods: A sample of senior medical students was re-assessed using the same test they had taken 3 years earlier. This was followed by an in-depth interview on one of the topics taken from the test. Their respective level of knowledge was compared with their performance in the interview. The test was analysed according to the revised Bloom's Taxonomy, and the interviews carried out according to the phenomenographic approach. Results: Performance was around 60(n=19) of the original performance, with no significant correlation between original test and re-test (r = 0.258, p = 0.29) and large interpersonal variation. A high performance in the original test did not predict a good performance; rather, the reverse seemed probable. None of the students who achieved high grades in the original test displayed a stable long term understanding that was measured in the interview. The test comprised questions of a generally low taxonomical level, but could not explain the mismatch between test-result and level of understanding. Conclusions: Findings suggest substantial loss of basic science knowledge during medical training. Attention should be directed to designing examinations that are purposeful, when it comes to what kind of knowledge is desirable in medical graduates as well as how that knowledge should be acquired. Further larger-scale research is needed to corroborate these findings.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/4/long-term-understanding-of-basic-science.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 4, Pp 193-197 (2013)
dc.subject	basic medical education
dc.subject	clinical reasoning
dc.subject	medical students’ learning
dc.subject	basic science
dc.subject	transfer of knowledge
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Long-term understanding of basic science knowledge in senior medical students
dc.type	article