Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum.

ABSTRACT:

Background

Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge.

Methods

To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and

SUBMITTER: Malau-Aduli BS 

PROVIDER: S-EPMC3851808 | biostudies-literature | 2013 Oct

REPOSITORIES: biostudies-literature