Perceived Clinical Relevance and Retention of Basic Sciences across the Medical Education Continuum

Autor/inn/en	Malau-Aduli, Bunmi S.; Alele, Faith O.; Heggarty, Paula; Teague, Peta-Ann; Gupta, Tarun Sen; Hays, Richard
Titel	Perceived Clinical Relevance and Retention of Basic Sciences across the Medical Education Continuum
Quelle	In: Advances in Physiology Education, 43 (2019) 3, S.293-299 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malau-Aduli, Bunmi S.) ORCID (Alele, Faith O.) ORCID (Gupta, Tarun Sen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Medical Education; Clinical Experience; Multiple Choice Tests; Science Education; Medical Students; Student Attitudes; Graduate Medical Education; Science Tests; Medical School Faculty; Teacher Attitudes; Formative Evaluation; Correlation; Scores; Pathology; Social Sciences; Summative Evaluation; Program Evaluation; Benchmarking; Test Items; Test Construction; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Naturwissenschaftliche Bildung; Schülerverhalten; Lehrerverhalten; Korrelation; Pathologie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Programme evaluation; Programmevaluation; Test content; Testaufgabe; Testaufbau; Ausland; Australien
Abstract	Medical programs are under pressure to maintain currency with scientific and technical advances, as well as prepare graduates for clinical work and a wide range of postgraduate careers. The value of the basic sciences in primary medical education was assessed by exploring the perceived clinical relevance and test performance trends among medical students, interns, residents, and experienced clinicians. A pilot study conducted in 2014 involved administration of a voluntary 60-item multiple-choice question test to 225 medical students and 4 interns. These participants and 26 teaching clinicians rated the items for clinical relevance. In 2016, a similarly constructed test (main study) was made a mandatory formative assessment, attempted by 563 students in years 2, 4, and 6 and by 120 commencing general practice residents. Test scores, performance trends, clinical relevance ratings, and correlations were assessed using relevant parametric and nonparametric tests. Rank order and pass-fail decisions were also reviewed. The mean test scores were 57% (SD 7.1) and 52% (SD 6.1) for the pilot and main studies, respectively. Highest scores were observed in pathology and social sciences. Overall performance increased with increasing year of study. Test scores were positively correlated with perceived relevance. There were moderate correlations (r = 0.50-0.63; P < 0.001) between participants' scores in the basic science and summative exams. Assessments may be key to fostering relevance and integration of the basic sciences. Benchmarking knowledge retention and result comparisons across topics are useful in program evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01