Longitudinal Retention of Anatomical Knowledge in Second-Year Medical Students

被引:41
作者
Doomernik, Denise E. [1 ,2 ]
van Goor, Harry [4 ]
Kooloos, Jan G. M. [1 ]
ten Broek, Richard P. [3 ,4 ]
机构
[1] Radboud Univ Nijmegen, Med Ctr, Dept Anat, Postbox 9101, NL-6500 HB Nijmegen, Netherlands
[2] Canisius Wilhelmina Hosp, Dept Surg, Nijmegen, Netherlands
[3] Slingeland Hosp, Dept Surg, Doetinchem, Netherlands
[4] Radboud Univ Nijmegen, Med Ctr, Dept Surg, Nijmegen, Netherlands
关键词
gross anatomy education; medical education; undergraduate education; retention of knowledge; problem-based learning; horizontal integration; vertical integration; LONG-TERM RETENTION; BASIC SCIENCE; VERTICAL INTEGRATION; CLINICAL MEDICINE; IMPROVES; MEMORY;
D O I
10.1002/ase.1656
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second-year medical students was assessed. In May 2011, 346 medical students applied for the second-year gastro-intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (+/- 11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (+/- 13.6%) vs. 7.9% (+/- 10.0%), respectively, d=5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (+/- 11.1%) vs. 15.5% (+/- 12.0%), respectively), d=20.21. Anatomical knowledge in the problem-oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. (C) 2016 American Association of Anatomists.
引用
收藏
页码:242 / 248
页数:7
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