Perception and Significance of Basic Sciences for Clinical Studies

NuggedAlla, Motaz Ahmed Abdelrahman

doi:10.14302/issn.2577-2279.ijha-18-2221

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…35 Only 26.8% of respondents could recall biochemistry during their clinical discussions, while 55.6% could recall physiology and 66.5% could recall anatomy. Our findings were in line with those of Gupta et al and Nuggedalla et al 18,36 Spencer et al also wrote in their paper that basic medical science retention was generally low, so they recommended to fully integrate basic medical sciences during the whole duration of a medical curriculum. 37 Instead of concentrating on ways to minimize knowledge loss, medical education program designers should concentrate on ways to increase the degree of knowledge development.…”

Section: Discussionsupporting

confidence: 92%

Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

Teshome

Tiruneh

Berhanu

et al. 2021

AMEP

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Introduction The knowledge of basic medical science could help to remember a fact and be used to understand causal mechanisms of disease process that improve the accuracy of diagnostic formulations. Objective To assess the perception and attitude of medical students towards basic medical science subjects along with retention rate and clinical relevance in Wollo University. Methods Institutional-based cross-sectional study design was employed in Wollo University from September, 2020 to October, 2020. A pre-tested and structured self-administered questionnaire was used for data collection. All opinions were rated using a positive-point Likert scale, which ranges from “strongly disagree” to “strongly agree.” The data were entered and analyzed using SPSS version 20. Results A total of 153 students participated with a 100% response rate. Among them, 45 (29.4%), 38 (24.8%), 39 (25.5%), and 31 (20.3%) were PC-II, C-I, C-II, and Intern students, respectively. Ninety-six (62.7%) of medical students were very much interested in basic medical science subjects. But, 113 (73.9%) of them did not have plans to join the subjects as a future career. The main reasons in more than half 85 (55.7%) of the respondents were less financial growth followed by less chance of promotion 31 (20.3%). There were 66.7% of the students who considered anatomy as clinically relevant, whereas 53.6% and 47.1% considered physiology and biochemistry, respectively, to be clinically relevant. The number of students who could recall anatomy and physiology during relevant clinical discussions was 102 (66.7%) and 85 (55.6%), respectively. This percentage was relatively less for biochemistry (26.8%). Conclusion In conclusion, medical students have a positive attitude towards basic medical science subjects. However, they are hesitant to join the field because it offers them less financial growth and few chances of promotion. Moreover, anatomy and physiology were highly relevant subjects during clinical practice. But, the retention rate of basic medical science knowledge during their clinical year was low.

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Section: Discussionsupporting

confidence: 92%

Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

Teshome

Tiruneh

Berhanu

et al. 2021

AMEP

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“…Such sciences are frequently preferred because they seamlessly mend the gap between practical skills and fundamental theory. Basic sciences such as anatomy, are of practical value during surgeries and surgical rounds, while pathology and physiology contribute to an essential understanding of diseases and are taught in a more clear fashion in the curriculum [ 18 ]. On the other hand, students believed that biochemistry and microbiology are the least useful in clinical practice.…”

Section: Discussionmentioning

confidence: 99%

A cross-sectional study of basic education influence on the clinical training: Attitudes and perception among Jordanian medical students

Al-Taher

Tarboush

Al-Ani

et al. 2020

Annals of Medicine and Surgery

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Background Over the past century, the medical educational model has been static with no significant improvement. Studies show that students are leaning towards a more active, dynamic, learner-centered education model that fits their needs and encourages them to be more responsible for their learning. Thus, we conducted this study to investigate Jordanian medical students' perceptions and attitudes towards the value of basic sciences in their clinical training. Methodology This was a cross-sectional study that utilized an online, self-administered questionnaire targeting medical students in their clinical years. The questionnaire comprises 5 domains targeting students' perceptions, attitudes, and suggestions of the medical educational system in general and basic sciences in specific. Results Overall, 578 medical students completed the survey with a male to female ratio of 0.7, and 56% of participants studied were studying at Mutah University, while 42% were at the University of Jordan. Approximately three-fourth (73.9%) of the students reported that basic medical sciences are critical to their development as physicians. Approximately, 82% believe that it is vital to integrate the clinical practice into basic science teaching. Besides, 82.4% of students agreed that faculty members' teaching style influences the educational content's delivery at the basic level. Moreover, 73% of students lean towards the inclusion of problem-based learning into their curriculums. On the other hand, 41.7% of students reject basic science questions in their written clinical exams. Conclusion Our study highlights the positive attitudes of Jordanian medical students towards basic medical sciences. It also demonstrates that students are more comfortable with an active and dynamic educational model that fits their needs and qualifications. Thus, we recommend a student-centered medical educational model trail to maximize learning and teaching efficiency and develop competent medical practitioners.

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“…1 Negative sentiments towards the course are also shared by medical students in other parts of the globe. 4,5 Additionally, students in North America are faced with the course once again in the preclinical years of medical school, leading to redundancy allegations from students. 6 Biochemistry education often involves the description of a large volume of modern and contemporary researchled facts and figures.…”

Section: Introductionmentioning

confidence: 99%

“…Regarding biochemistry specifically, a recent large‐scale study of students from 102 institutions reported that a semester of biochemistry may independently play a role in the further attrition of 15% of undergraduates, despite meeting all other course requirements 1 . Negative sentiments towards the course are also shared by medical students in other parts of the globe 4,5 . Additionally, students in North America are faced with the course once again in the preclinical years of medical school, leading to redundancy allegations from students 6 …”

Section: Introductionmentioning

confidence: 99%

A cord of four strands: Perspective of pre‐medical and medical students on combined teaching modalities in undergraduate biochemistry

Andrews,

Paul,

Chaari

2023

Biochem Molecular Bio Educ

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Despite being a traditional coursework for pre‐medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi‐item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two‐year period between 2020 and 2021. Eighty‐six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.

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Perception and Significance of Basic Sciences for Clinical Studies

Cited by 5 publications

References 14 publications

Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

Medical Students’ Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia

A cross-sectional study of basic education influence on the clinical training: Attitudes and perception among Jordanian medical students

A cord of four strands: Perspective of pre‐medical and medical students on combined teaching modalities in undergraduate biochemistry

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