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Related Concept Videos

Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
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Retrieval01:12

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Inductive Reasoning00:59

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Related Experiment Video

Updated: Jun 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum.

Anne Collard1, Sabine Gelaes, Sophie Vanbelle

  • 1Department of Clinical Sciences, Faculty of Medicine, University of Liège, 4000 Liège, Belgium.

Medical Education
|August 28, 2009
PubMed
Summary

Medical students develop biomedical reasoning skills early in their training, which improve over time. However, factual knowledge retention declines as reasoning capacity grows, suggesting a trade-off during medical education.

Related Experiment Videos

Last Updated: Jun 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Medical Education
  • Biomedical Sciences
  • Cognitive Development

Background:

  • Problem-based learning (PBL) was integrated into the medical curriculum at the University of Liège in 2000.
  • A study investigated the developmental changes in biomedical reasoning and factual knowledge retention throughout the medical program.

Purpose of the Study:

  • To assess the maturational increase in biomedical reasoning capacity.
  • To compare reasoning capacity with factual knowledge retention across medical school years.
  • To explore the relationship between self-estimation of knowledge and reasoning skills.

Main Methods:

  • A cross-sectional study involved 104 medical students from Years 3 to 6.
  • Factual knowledge was assessed using a true/false test with ascertainment degree.
  • Biomedical reasoning was evaluated with an adapted script concordance test (SCT) on endocrinology.

Main Results:

  • Script concordance test (SCT) scores increased from Years 3-4 to Years 5-6.
  • Year 3 students showed higher factual knowledge retention than other groups.
  • A positive correlation was found between reasoning and factual knowledge in early years, and between self-estimation and reasoning across all years.

Conclusions:

  • Biomedical reasoning skills emerge early and develop throughout medical training.
  • Factual knowledge retention appears to decrease as reasoning abilities advance.
  • Self-estimation of knowledge correlates with reasoning capacity, indicating a potential link between these cognitive processes.