How do medical students in their clinical years perceive basic sciences courses at King Saud University?

Abstract

BACKGROUND AND OBJECTIVES:The inclusion of detailed basic science courses in medical school curricula has been a concern of students. The main objective of this study was to explore the attitudes of medical students towards basic sciences courses taught to them in the preclinical years and the applicability of these courses to current clinical practice.DESIGN AND SETTING:A cross-sectional survey was conducted during 2008-2009 among medical students in their clinical years at King Saud University, Riyadh, Saudi Arabia.METHODS:Thirty percent of all students (n=314) were randomly selected to receive a questionnaire designed to evaluate their opinions about course load, ability to recall information, value of practical sessions, availability of references and course guidelines, and the applicability of individual courses to clinical practice.RESULTS:Students identified anatomy and pathology as the courses most overloaded with content (76% and 70%, respectively). Half of the students felt they retained the most knowledge of physiology (50%), while less than a quarter of students (19%) felt they retained the most information from biochemistry coursework. The role of practical sessions in facilitating theoretical understanding was more evident in anatomy (69%). Physiology was perceived as the subject with the highest applicability to clinical practice (66%), while pathology (29%) was identified as the subject with the least practical application. Students became increasingly negative in their opinions about basic science courses as they progressed through their medical education.CONCLUSION:Current attitudes of medical students towards their basic science courses indicate a need to reform the curricula so as to maximize the benefit of these courses.

The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies

“…To support these finding, one study found that intrinsic motivation (intrinsic goal orientation) significantly associated with deep strategy use [7]. In line with other previous findings [7,33], this is typical of 1 st year medical students who are trying many ways of dealing with the perceived overloaded and difficult basic medical subjects [21][22][23]34]. …”

“…Certainly, according to the previous research on the learning of Anatomy done by Alam [22], and Ebomoyi, and Agoneyo [23], MBBS students experienced less hope in anatomy because they perceived the subject as difficult to understand and as the most overloaded subject in basic medical sciences. Conversely, in line with other previous studies on pharmacy and physiotherapy [22,23], this study reports that students enjoyed their respective lessons. As for MLS students, results on hope do correspond with the previous research.…”

Japanese Medical Students' Interest in Basic Sciences: A Questionnaire Survey of a Medical School in Japan

“…These researchers found that students who experienced the new curriculums had a more positive attitude toward basic sciences than students in conventional classes. In addition, a study in Saudi Arabia explored medical students' attitude toward basic science courses that were taught in the preclinical years, and the applicability of these courses to current clinical practice (Alam 2011). In Japan, however, there has been only one study focusing on medical students' attitude toward basic sciences, and the subjects were limited to first-year students in one regional national medical school (Kitajima 2009).…”

Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy

“…Results of several studies revealed that a great number of students believed that anatomy was taught with the traditional method and most of them were unable to remember what was taught during the preclinical phase (31,33). On the other hand, the results of Nabil et al demonstrated that 68% of the students strongly agreed about the importance of anatomy knowledge for their future role as physicians (25).…”