Perceived clinical relevance and retention of basic sciences across the medical education continuum

Bunmi S. Malau-Aduli; Faith O. Alele; Paula Heggarty; Peta-Ann Teague; Tarun Sen Gupta; Richard Hays

doi:10.1152/advan.00012.2019

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Perceived clinical relevance and retention of basic sciences across the medical education continuum

Journal article

Peer reviewed

Perceived clinical relevance and retention of basic sciences across the medical education continuum

Bunmi S. Malau-Aduli, Faith O. Alele, Paula Heggarty, Peta-Ann Teague, Tarun Sen Gupta and Richard Hays

Advances in Physiology Education, Vol.43(3), pp.293-299

2019

DOI: https://doi.org/10.1152/advan.00012.2019

PMID: 31246508

Abstract

basic sciences

formative assessment

lifelong learning

medical education

program evaluation

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.

Details

Title: Perceived clinical relevance and retention of basic sciences across the medical education continuum
Authors: Bunmi S. Malau-Aduli (Corresponding Author) - James Cook University
Faith O. Alele (Author) - James Cook University
Paula Heggarty (Author) - James Cook University
Peta-Ann Teague (Author) - James Cook University
Tarun Sen Gupta (Author) - James Cook University
Richard Hays (Author) - James Cook University
Publication details: Advances in Physiology Education, Vol.43(3), pp.293-299
Publisher: American Physiological Society
DOI: 10.1152/advan.00012.2019
ISSN: 1522-1229
PMID: 31246508
Organisation Unit: School of Health - Public Health
Language: English
Record Identifier: 99967696002621
Output Type: Journal article