A systematic review of medical practitioners' retention and application of basic sciences to clinical practice
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View abstract on PubMed
Summary
This summary is machine-generated.Medical practitioners retain basic science knowledge better with regular practice, though retention varies by subject. Targeted educational interventions are crucial for long-term clinical application and competence.
Area Of Science
- Medical Education
- Basic Sciences
- Clinical Practice
Background
- Basic sciences form the foundation of medical education, yet long-term retention and application in clinical practice pose challenges.
- This systematic review examines global evidence on the retention and clinical application of basic sciences among medical doctors.
Approach
- A comprehensive systematic search was conducted across six major databases.
- Included studies featured diverse designs, participants, and educational interventions.
- The Quality Assessment with Diverse Studies (QuADS) tool assessed study quality.
Key Points
- Rehearsal significantly optimizes basic science knowledge retention, with anatomy showing higher retention (45.0–82.9%) than microbiology (39.1%).
- Factors like age, gender, and curriculum influence retention. Educational interventions (e.g., targeted courses, integrated learning, retrieval practice) enhance retention and clinical reasoning.
- Integrated 'encapsulated knowledge' aids clinical synthesis. Research gaps exist for internal medicine and primary care.
Conclusions
- While detailed basic science knowledge retention may decline, the conceptual framework is vital for lifelong learning and clinical reasoning.
- Specialized educational interventions and continuous professional development are essential for maintaining clinical competence.
- Further research is needed on specialty-specific application and diverse instructional methods.
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