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Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

机译：在基于案例的综合学习（CBL）课程中保留知识并认识基础科学的相关性

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Background: Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge.\ud\udMethods: To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected.\ud\udResults: A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance.\ud\udConclusions: This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course.
机译：背景：对基本生物医学科学的了解和理解对于医学实践仍然至关重要，尤其是在面对诊断和治疗方法的不断发展时。然而，有证据表明，由于对临床医学的高度重视，在一般医学课程的整个学习期间和研究生早期阶段，这种保留都倾向于萎缩。我们假设通过适用于临床情况证明感知的相关性可能有助于保留基础科学知识。\ ud \ ud方法：为了在我们自己的医学生队列中检验该假设，我们对学生样本进行了纸质50 MCQ评估从2年级到5年级。还收集了与人口统计学，以前的教育经历以及每个问题的临床相关性相关的协变量。评估任务。该样本具有与整个医学院校队列相当的人口统计学和绩效特征。总体而言，与第二年级相比，课程后期的学生对特定学科和总体的评分更好。在某些学科中，男生和家庭学生的表现往往好于各自的同龄人。在临床年中，感知到的临床相关性与项目绩效显着正相关。在整个医学课程中应用科学教学的明确组成部分。

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