How much do medical students forget?: Building stable knowledge in medical education

Medical training is traditionally divided into theoretical and clinical studies, but more and more medical schools are now offering an integrated curriculum that brings the two closer together. The solid theoretical knowledge acquisition is of paramount importance as it provides the basis for clinical subjects and, after graduation, for everyday clinical thinking and decision-making. Research has shown that students' knowledge of theoretical subjects after university examinations can be significantly reduced, leading to difficulties in completing clinical studies and even in medical practice. Previous studies suggest that students forget approximately a third to a quarter of what they have learned in a year. However, the extent of forgetting in individual studies varies widely from discipline to discipline. Teaching methods and learning strategies that support active learning - such as retrieval practice and spaced repetition - have been shown to be effective in promoting long-term knowledge retention. Emphasizing the clinical relevance of theoretical material, taking steps towards an integrated curriculum can also contribute to deeper understanding and long-term knowledge retention. The aim of this paper is to present a comprehensive overview of the scientific findings on the long-term knowledge retention of medical students and to provide insights into the field of effective learning and teaching strategies that have been shown to be effective among medical students. The implementation of these strategies could help to improve medical education.