A successful intervention to improve conceptual knowledge of medical students who rely on memorization of disclosed items.

ABSTRACT: Background: The mere memorization of isolated facts without the claim of integrating them is detrimental to the desired learning outcomes in medical education. The current study was conducted within an environment where items from summative assessments are regularly disclosed by the university and consequently collected into an item bank that is shared between students. Within this environment, we aimed to quantify 1) to which extent students use disclosed items for their preparation for the summative exam, 2) a putative mismatch between (isolated factual) knowledge regarding distinct questions from the item bank and conceptual knowledge, and 3) to which extent this mismatch can be ameliorated by a project aiming to steer student learning away from the memorization of isolated facts

SUBMITTER: Heber S 

PROVIDER: S-EPMC10499193 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature