Retention of knowledge of pharmacology by U.S. and Canadian medical students

Saffran, Murray; Kennedy, W.B.; Kelley, P R

doi:10.1016/0165-6147(82)91235-4

Cited by 7 publications

(5 citation statements)

References 2 publications

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“…Interestingly, these results from Mexico could only be found in a newly-designed pharmacology course; the old, traditional course did not display knowledge gain. Similar results were also found [ 14 ] in a North American study. Other analyses, mainly on basic biomedical knowledge, showed between 2.9% and 35% of knowledge loss after 15 to 21 months [ 15 ], [ 16 ], [ 17 ].…”

Section: Discussionsupporting

confidence: 91%

Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM)

Schmidmaier

Holzer²,

Angstwurm³

et al. 2010

GMS Zeitschrift Für Medizinische Ausbildung; 27(5):Doc70; ISSN 1860-3572

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Section: Discussionsupporting

confidence: 91%

Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM)

Schmidmaier

Holzer²,

Angstwurm³

et al. 2010

GMS Zeitschrift Für Medizinische Ausbildung; 27(5):Doc70; ISSN 1860-3572

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“…In both of these studies the retention exams were performed after passing clinical courses, like the present study, but the difference is the shorter RIs in their studies (22 and 24 months in contrast to 30 and 48 months in the present study). Another reason for this result can be the fact that according to the NOP World Culture Score Index (2014) the USA is among the first thirty countries which have the highest per capita reading (Kennedy et al, 1981;Saffran et al, 1982).…”

Section: Discussionmentioning

confidence: 99%

Pharmacological knowledge loss among medical students in Ahvaz Jundishapur University of Medical Sciences

Zaeemzadeh

Mard

Khosravi

et al. 2016

SE Asian Jnl Med Educ

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Introduction: The knowledge loss, especially in medicine has long been an issue of concern for all health care providers and is poorly investigated throughout the world. In this study we focused on pharmacological knowledge in Ahvaz Jundishapur University of Medical Sciences in Iran. Methods: 110 volunteer of medical students who had previously passed two partial basic pharmacology exams were retested (an unscheduled retention test) again in three group, which were in the 9th (n=44), 12th (n=37), and 15th (n=29) semester of their education to be evaluated for loss of their pharmacological knowledge. Results: The average score of partial exams in all three groups was significantly higher than the score of retention test (12.74±0.31 vs. 9.93±0.44, 15.85±0.35 vs. 12.57±0.43, and 13.31±0.35 vs. 11.68±0.61 of the students spending 9th, 12th, and 15th semesters, respectively). The amount of knowledge loss was 22±0.6, 20±0.7, and 12±0.75% of the students spending 9th, 12th, and 15th semesters, respectively. There was a significant decrease in the value of knowledge loss of the students spending the15th semester in comparison to the other groups (p<0.05). Conclusion: These results showed that when the time period between the first exposure to pharmacological education and retention test, is increased, the amount of knowledge loss becomes smaller. The reason may be due to more practical rehearsal of pharmacology in clinical years.

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“…Given the fact that the RI covered (parts of) the clinical years, better retention of abnormal processes does not come as a surprise. Similarly, within biochemistry, Saffran et al (1982) found that test items that deal with cellular biochemistry suffered a greater loss in retention than did the items that deal with tissue, organ and whole body biochemistry. The biggest drop in performance occurred for an item dealing with the role of lipoic acid in intermediary metabolism, a topic that is unrelated to any major clinical situation .…”

Section: Long-term Retention Of Basic Science Knowledge Learned In Mementioning

confidence: 96%

Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

346

283

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In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently, first the results of retention studies in general education are presented, followed by those of studies of basic science knowledge in medical education. The results of the review, in the general educational domain as well as in medical education, suggest that approximately two-third to three-fourth of knowledge will be retained after one year, with a further decrease to slightly below fifty percent in the next year. Finally, some recommendations are made for instructional strategies in curricula to improve long term retention of the subject matter dealt with.

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Retention of knowledge of pharmacology by U.S. and Canadian medical students

Cited by 7 publications

References 2 publications

Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM)

Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM)

Pharmacological knowledge loss among medical students in Ahvaz Jundishapur University of Medical Sciences

Long-term retention of basic science knowledge: a review study

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