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Enlivening basic-science learning with current journal articles

W A Beresford¹

¹Department of Anatomy, School of Medicine, West Virginia University, Morgantown 26506-9128, USA.

Clinical Anatomy (New York, N.Y.)

|January 1, 1996

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First-year medical students demonstrated improved clinical relevance perception by engaging with current biomedical literature. This approach encouraged independent learning and connected basic sciences to real-world medical applications.

Area of Science:

Medical Education
Biomedical Sciences
Clinical Application

Background:

Pre-clinical medical students often doubt the clinical value of basic sciences.
Students may lack confidence in deriving insights from non-textbook sources.
Integrating current research into early medical curricula is challenging.

Purpose of the Study:

To enhance first-year medical students' understanding of basic science clinical relevance.
To encourage students to utilize current biomedical literature for learning.
To foster independent critical thinking by connecting basic science to clinical practice.

Main Methods:

First-year medical students in histology and neurobiology courses were assigned readings from current biomedical literature.

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Short-answer and labeled-sketch questions, based on these articles, were administered before theoretical examinations.

Answers to these questions, which counted towards the course score, required consulting the provided articles.

Main Results:

The assignment successfully motivated students to engage with primary research articles.
Students demonstrated an increased ability to connect basic science concepts to clinical scenarios.
The curriculum modification provided a practical framework for understanding disease mechanisms and clinical importance.

Conclusions:

Consulting current biomedical literature can effectively bridge the gap between basic sciences and clinical practice for medical students.
This pedagogical strategy enhances students' appreciation for the clinical relevance of foundational scientific knowledge.
The approach supports the development of evidence-based reasoning skills essential for future physicians.