<p>Evaluation of physiology knowledge loss in medical students of Ahvaz Jundishapur University of Medical Sciences</p>

Abstract

Purpose The knowledge loss or longevity of taught lessons is a major concern in medical students and all medical practitioners. This study evaluated the physiology knowledge loss in medical students in Ahvaz Jundishapur University of Medical Sciences in Iran. Methods A total of 265 volunteers from medical students who had previously passed the “general exam of medical basic sciences” at the end of fifth semester took a retention test (RT) to evaluate their knowledge loss of physiology. The candidates were divided into ten groups depending on the semester (S) they were passing at the time of study: 41 students in preclinical levels (S6 and S7), 123 students in externship levels (S8, S9, S10, S11 and S12), and 101 students in internship levels (S13, S14 and S15). The RT consisted of 20 multiple choice questions from all topics of medical physiology, including central nervous system, endocrine, gastrointestinal, cardiovascular, respiratory, renal, blood, and cellular. Results Findings showed that there was a decreasing trend of knowledge loss from S6 to S15. The lowest level of knowledge loss was observed in S15 students. These results also demonstrated that knowledge loss in male medical students was more than that in female students. Conclusion These findings indicated that the physiology knowledge loss trend is inversely correlated with the time passing. We conclude that the reason is that physiology is a basic science which is most applicable during medical students’ clinical years.

<p>Medical education: an unforgettable experience? [Letter]</p>

“…We read with great interest the study by Zaeemzadeh et al1 regarding the evaluation of Physiology knowledge loss in medical students. In particular, their results that the extent of physiology knowledge loss was inversely correlated with time were fascinating, as this conflicts with the known relationship between the passing of time and memory loss,2 and also conflicts with similar studies 3,4.…”

<p>Analysis of knowledge loss trend in basic clinical sciences throughout medical education [Letter]</p>

“…Knowledge retention is a challenge faced by many medical students in undergraduate teaching, and horizontal teaching of preclinical and clinical medicine is a popular curriculum that should be reflected upon. Based on this, we are greatly interested in the study conducted by Zaeemzadeh et al to encourage the vertical integration of basic sciences and clinical sectors 1. Most importantly the authors identified that knowledge loss occurred at all levels after basic sciences were taught, with knowledge loss decreasing as students advanced in their years at medical school.…”

“Student-centered” versus “teacher-centered” teaching in human anatomy: correspondence

“…Moreover, lectures offer long-term revision material as students tend to make individual notes [ 2 ], which would be difficult to do in active class discussions. Tailored revisions notes are important to learners, as naturally, knowledge retention will be diminished as time progresses [ 5 ]. Conversely, lecture-based learning is only as effective as the one delivering it.…”