医学学生保留知识的变化:重复和最近学习的基础科学主题
Gergely Csaba1, István Szabó2, József L Környei2
1Department of Behavioural Sciences, Medical School, University of Pécs, Pécs, Hungary. csaba.gergely@pte.hu.
BMC medical education
|April 11, 2025
概括
医学学生在生理学和微生物学方面经历了显著的知识损失,个体差异很大. 其他保留措施,如始终正确的答案,更好地反映稳定的知识,而不仅仅是保留率.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 基础科学知识对于医学学生的临床推理至关重要.
- 学生在初始学习后经常表现出显著的知识损失.
- 个人对知识保留的变化是一个关键问题.
研究的目的:
- 评估医学学生在生理学和微生物学方面的知识保留.
- 分析知识保留的个体变异性.
- 探索除了简单的保留率之外的知识保留的替代措施.
主要方法:
- 三年级和四年级的医学学生在16周的时间间隔后重复了生理学和微生物学考试.
- 考试包括多选题,包含间隔重复元素.
- 分析了保留率,一致的正确/不正确答案以及GPA相关性.
主要成果:
- 观察到显著的得分下降:生理学 (70.4%至53.5%),微生物学 (72.1%至57.3%).
- 保留率的差异很大 (54.5%至97.2%).
- 始终正确的答案与GPA正相关;始终不正确的答案与负相关.
结论:
- 实质性的知识损失和高个体变异性需要进一步研究长期保留因素.
- 微生物学表明,保留更好,可能是由于间隔的重复.
- 一贯正确/不正确的答案似乎是比保留率更强大的稳定知识指标.
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