An approach to the question of relevance of medical physiology courses

Sukkar, M. Y.

doi:10.1111/j.1365-2923.1984.tb01013.x

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…Others make a stronger claim: that a thorough foundation in the basic sciences is essential or at least of major importance for the practice of medicine in general [1][2][3] or for clinical problem solving in particular. 4,5 In either view, the longevity of the acquired knowledge is an important issue and has been questioned many times. [6][7][8][9][10][11][12][13][14][15] If, as popular belief holds, it were really true that most of this knowledge is rapidly lost after the examinations on which it is tested have occurred, then the formal teaching of basic science in the medical curriculum would be 'a colossal waste of time'.…”

Section: Introductionmentioning

confidence: 99%

Very long-term retention of basic science knowledge in doctors after graduation

2011

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Conclusions about the forgetting of unrehearsed knowledge in this study are in line with findings reported in other domains: it proceeds in accordance with the Ebbinghaus curve for meaningful material, except that in our findings the 'downward' part appears to start later than in most other studies. The limitations of the study are discussed and possible ramifications for medical education are proposed.

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Section: Introductionmentioning

confidence: 99%

Very long-term retention of basic science knowledge in doctors after graduation

2011

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“…In the Lagos curriculum, reduction in the time allotted to the teaching of anatomy means reduction in anatomy content knowledge that can be presented. Hence building the anatomy course content around points of contact with clinical practice is result oriented and may solve the question of relevance of subject matter to be learned (Sukkar 1984). The process of self‐learning, self‐evaluation and problem‐solving is important to the successful implementation of such anatomy course content.…”

Section: Discussionmentioning

confidence: 99%

What anatomy shall we teach medical and dental students in a primary health care curriculum?

Adeyemi-Doro¹,

Ojeifo²

1988

Medical Education

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The opinions of 142 doctors on the relevance of anatomy to the diagnosis and management of common clinical problems in their current medical and dental practice were analysed. This was in a bid to determine the relevant anatomy course content for the new primary health care oriented medical and dental curriculum of the College of Medicine, University of Lagos. The respondents gave high scores to the relevance of anatomy knowledge to the management of acute abdomen (mean = 3.5), dislocated shoulder (3.3), Colles' fracture (3.2), palmar space abscess (3.2), obstructed labour (3.2), carcinoma of the breast (3.2), ectopic pregnancy (3.1), flail chest (3.1) and upper respiratory obstruction (3.0). They gave minimal scores to helminthiasis (mean = 1.5) common cold and anaemia (1.6), sickle cell disease (1.7), gastroenteritis (1.8), dental abscess (2.0), hypertension (2.2) and asthma (2.2). A basis for selecting relevant anatomy course content is deduced for an undergraduate curriculum in which the responsibilities and competence of the graduates is known. A nationwide extension of the study, especially amongst general practitioners and first-line doctors in rural areas, would be useful for identification of health problems that require little or no knowledge of anatomy and which can be safely managed by lower cadres of health personnel, traditional practitioners and members of the lay community.

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“…The rank value allocated for each topic by each respondent was prepared in a frequency distribution format and the mean rank value was determined. A similar method has been used by Sukkar (1984). It should be remembered that the lower the rank value, the higher the priority of the title; the rank value was converted to reciprocal rank value, so that the priority of the topic would be directly proportional to the reciprocal rank value.…”

Section: Methodsmentioning

confidence: 99%

A rationale for selecting suitable physiology topics for the basic sciences curriculum in dentistry

1987

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The suitability of physiology topics taught in the first-year dental curriculum needs to be investigated in the light of the view of the present generation of clinical and preclinical teachers, and students. This was studied in the University of Malaya in order to propose a rational physiology curriculum with proper identification of priority topics. Oral physiology, blood and the cardiovascular system were found to be the most relevant for dental students. Among the systems, high and low priority topics were identified and their relative importance is discussed.

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An approach to the question of relevance of medical physiology courses

Cited by 8 publications

References 4 publications

Very long-term retention of basic science knowledge in doctors after graduation

Very long-term retention of basic science knowledge in doctors after graduation

What anatomy shall we teach medical and dental students in a primary health care curriculum?

A rationale for selecting suitable physiology topics for the basic sciences curriculum in dentistry

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