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Retention of physiology knowledge among medical students in basic science: a cross-sectional study
Mohammad Khaksari Hadad1, Mahmoud Reza Dehghani2, Maryam Okhovati3
1Endocrinology and Metabolism Research Center, Kerman University of Medical Sciences, Kerman, Iran.
BMC Medical Education
|July 2, 2025
Summary
Medical students show declining knowledge retention in physiology over time. Active learning strategies are crucial for enhancing long-term retention and clinical preparedness.
Area of Science:
- Medical Education
- Physiology Knowledge Retention
Background:
- Concerns exist regarding the decline of basic science concept retention in medical programs.
- Clinicians infrequently apply basic sciences in daily practice, highlighting retention issues.
Purpose of the Study:
- To evaluate the knowledge retention of physiology courses among medical students.
- Assessed retention across different academic years at Kerman University of Medical Sciences.
Main Methods:
- Cross-sectional study involving 104 medical students post-basic science courses.
- Utilized a physiology retention test with multiple-choice questions.
- Statistical analysis included mean, standard deviation, two-sample t-test, and one-way ANOVA (P<0.05).
Main Results:
- Knowledge loss was evident across academic years.
- Students in Year 1 scored higher in gastrointestinal, nervous, and respiratory physiology compared to other years.
- Significant differences (P<0.001) in endocrinology scores were observed, with Year 4 students scoring highest.
- Year 3 students achieved the highest mean scores in the urinary system course.
Conclusions:
- Knowledge retention is an active process, not passive.
- Educational strategies like active learning, clinical integration, retrieval practice, and spaced learning are vital.
- Enhancing retention improves long-term recall and clinical practice readiness.
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