Introduction: Recall and understanding of basic science knowledge is considered background for studying the clinical sciences but does not directly affect clinical knowledge. Our aim was to evaluate the basic medical sciences recall and explore the association between the knowledge of basic and clinical sciences concepts. Methods: The current descriptive study was conducted during the academic year 2009-10. It included 183 medical students (48.6% male, 51.4% female) from among 2 nd , 3 rd, 4 th and 5 th year students of Taibah University College of Medicine in AL-Madinah AL-Munawarah, Kingdom of Saudi Arabia. Response rate was 73%. We administered an anonymous knowledge test with 15 basic and clinical pairs of questions. Results: There was a statistical significant overall effect of the study year when the second basic year students score compared with the clinical year's scores for basic questions (6.4 ±1.9 and 5.68 ±1.7, F = 12.51, p<0.001) and for clinical questions (4.0 ± 2.5 and 4.5 ± 1.8, F = 14.73, p<0.001) respectively. Conclusions: We would recommend modification of basic knowledge education to correlate with clinical training such that the student would be able to assimilate concepts of disease at an integrative level.
Background: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet They are not commonly employed, and there is no literature on their use in undergraduate Psychiatry teaching. Methods:We planned and implemented a one-off educational debate lesson as part of the teaching program of fourth-year medical students on their Psychiatry clinical placements. We collected and analyzed the students' feedback.Results: Although the majority of students had no experience of debates, 79% found the learning event positive. The students also reported improvement in their confidence (58%), oral presentation skills (37%), critical thinking skills (71%) and the ability to cope with conflict (54%). There was a positive shift in their attitude towards Psychiatry (71%) and the chances of choosing it as a future speciality (33%). Conclusion:Our results showcase the benefit of using debates in shaping future doctors' non-clinical skills and practice attitudes. In this paper, we discuss a thematic analysis of students' feedback comments and reflect on several points in the planning and delivery of educational debates. We also include practical recommendations for future applications.
Author Revision Notes. We added Appendix 1, changed Supplementary File 2 to Appendix 2 and changed Supplementary File 3 to Supplementary File 2. . We clarified that the order of analysing the feedback questions and answers in the discussion was chosen to facilitate a flowing narrative. . We clarified the thematic analysis process in the results section. . We removed a sentence from the results section as it was expanded on afterwards in the discussion. . We clarified that the quotes preceded the relevant analysis paragraphs in the discussion. . We edited the method and limitations to explain further about students not using research skills in pre-debate preparation. . We made small corrections with sentences structure, spelling and grammar.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.