Retention of basic science knowledge: a comparison between body system-based and clinical presentation curricula

Area of Science:

• Medical Education
• Curriculum Development
• Knowledge Retention

Background:

• The University of Calgary adopted a clinical presentation (CP) curriculum in 1994.
• The National Board of Medical Examiners' Comprehensive Basic Science Exam (CBSE) was chosen to assess basic science knowledge retention.

Purpose of the Study:

• To compare the CBSE performance of students under the previous system-based (SB) curriculum with those under the new CP curriculum.
• To evaluate the impact of curriculum design on long-term basic science knowledge retention.

Main Methods:

• Comparative analysis of CBSE scores from two distinct curriculum systems (SB vs. CP).
• Utilized covariate multiple linear regression and hierarchical mixed-effects models.
• Computed effect sizes to quantify the magnitude of differences.

Main Results:

• A significant curricular effect was observed on students' basic science knowledge retention.
• Preexisting differences between student groups were small to medium.
• The CP curriculum demonstrated a substantial effect size on knowledge retention, though influenced by confounding factors.

Conclusions:

• The study provides evidence for the potential of clinical presentation curriculum elements in enhancing basic science knowledge retention.
• While the CP curriculum shows promise, extraneous and confounding factors necessitate careful consideration.
• Further research with rigorous designs is recommended to fully understand the relationship between curriculum schemes and basic science retention.