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标题：Medical students' perception on anatomy knowledge relevance and retention during clerkship
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作者：Nihal Mohamed Nabil ; Najwa Al-Mously ; Shahad AlWathnani 等
期刊名称：Journal of Contemporary Medical Education
印刷版ISSN：2146-8354
出版年度：2014
卷号：2
期号：3
页码：147-151
DOI：10.5455/jcme.20140928035119
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出版社：International Medical Journal Management and Indexing System
摘要：Introduction: Sufficient knowledge of anatomy is crucial for safe and efficient clinical practice. The majority of students in the traditional, non-problem based learning curricula found anatomy taught to them in the preclinical phase irrelevant to their clinical practice. Aim: This is a cross-sectional study aiming to investigate senior medical students' perception on anatomy taught in our hybrid problem based learning curriculum, and to measure anatomy knowledge retention during clerkship. Methods: A self-administered questionnaire and 10 validated multiple choice questions were used. 131 students from the 5th year and 6th years were included. Results: Around half of the students in each cohort appreciate the importance of knowing detailed contents of anatomy subject for the effective treatment of most medical problems. Two thirds believe that knowledge of anatomy is the most important to be a good physician, and its application to clinical practice should be reinforced early in medical education. However, two thirds have reported that anatomy knowledge fades away by the time they reach the clinical phase. This was supported by the results of the anatomy exam questions where the mean of the grades was 3.81 and 3.15 out of 10 among the 5th year and 6th years respectively. There was no significant difference between the two cohorts (P > 0.05), however, grades of female students were significantly higher (P relevance of anatomy knowledge received in our hybrid problem based learning curriculum to their clinical practice. However, there is considerable loss in anatomy knowledge during clerkship. We recommend vertical integration of anatomy from the first year through the clerkship and into specialist training, to improve clinically relevant anatomical knowledge retention. Tailored anatomy courses which are relevant to different specialities, could be conducted during clerkship to enhance more integration between basic and clinical fields.
关键词：Anatomy teaching; knowledge retention; medical clerkship; students perception