Akademik Veri Yönetim Sistemi
15th HOPE Meeting, JSPS, Kyoto, Japonya, 26 Şubat - 01 Mart 2024, ss.56, (Tam Metin Bildiri)
Medical education is an ever-evolving field,
and basic biomedical sciences play a pivotal role in shaping the knowledge and
skills of future doctors [1]. This narrative study delves into medical
students' perspectives regarding their engagement with basic sciences.
We initiated our study by emailing medical
students, requesting them to compose concise essays on basic science education
within the medical faculty of Rize, Turkiye. 91 students out of 366 preclinical
students (first three years) and 42 students out of 207 clinical students (4th,
5th, and 6th years) returned. We segmented these essays into coherent
paragraphs and subjected them to a systematic coding process.
All students complained about the excessive
theoretical knowledge load during the first three years of medical education
when they mostly learned basic sciences. 2nd-year students expressed
reservations about its necessity for their future practice. In contrast,
final-year students emphasised the significance of basic sciences and wished
they had learned them more effectively. 2nd and 4th-year students did not fully
grasp the relevance of basic sciences to clinical reasoning. A common thread
emerged among all students—the tendency to forget much of what they had learned
in the initial three years of medical school.
Another theme was the integrative approach,
stressing the value of basic sciences when intertwined with clinical practice.
Students found it most effective when taught by medical doctors who could
relate the knowledge to practical patient experiences.
In conclusion, this study underscores the
critical role of integrating basic science education with clinical practice in
medical curricula[2] and emphasises the importance of helping
students understand why they learn basic science and how to apply it
effectively in their future clinical endeavours[2].
References:
[1] Castillo
JM et al. A critical narrative review of transfer of basic science knowledge in
health professions education. Med Educ. 2018 Jun;52(6):592-604.
[2] Brauer DG, Ferguson KJ. The
integrated curriculum in medical education: AMEE Guide No. 96. Med Teach
2015;37 (4):312–22.