Volume 28, Issue 1 (March 2024)                   Physiol Pharmacol 2024, 28(1): 36-42 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Mard S A, Taherpour S, Ahmadi Angali ‎ ‎, Zaeemzadeh N. A self-report survey on the relationship between memory retention of physiology and clinical reasoning ability in medical students :a need for vertical integration. Physiol Pharmacol 2024; 28 (1) : 6
URL: http://ppj.phypha.ir/article-1-2143-en.html
Abstract:   (1187 Views)
Introduction: A lack of integration between basic sciences, including physiology, and clinical practice is a problem in medical education that may interfere with clinical reasoning. In this study, we evaluated the attitude of medical students of Ahvaz Jundishapur University of Medical Sciences toward this issue.
Methods: A total of 273 clinically active medical students participated in the study, comprising 117 externs, 53 interns, and 103 residents. Externs and interns are medical students with indirect and direct exposure to real patients, respectively, while residents are medical doctors pursuing specialization. The questionnaire included two questions focused on “memory retention of physiology” and “clinical application of physiology.”
Results: The percentage of students who reported having a little/fair amount of physiology content in their memory was significantly higher than those who claimed to have much/very much physiology knowledge in their memory: 90.6% (106) versus 9.4% (11) in externs, 84.9% (45) versus 15.1% (8) in interns, and 84.46% (87) versus 15.53% (16) in residents (P<0.001). Additionally, there was a significant increase in the number of students who stated that the loss of physiology knowledge interferes with their clinical reasoning compared to those who did not have such an idea: 81.2% (95) versus 18.8% (22) in externs, 77.36% (41) versus 22.64% (12) in interns, and 78.64% (81) versus 21.36% (22) in residents (P<0.001).
Conclusion: Clinically active medical students at Ahvaz Jundishapur University of Medical Sciences recognize the importance of physiology for enhancing clinical performance. They acknowledge that difficulties in remembering this knowledge can have adverse effects on the future practice of doctors.
Article number: 6
Full-Text [PDF 732 kb]   (99 Downloads)    
Type of Manuscript: Experimental research article | Subject: Others

1. Abraham R R, Fisher M, Kamath A, Izzati T A, Nabila S, Atikah N N. Exploring first-year undergraduate medical students’ self-directed learning readiness to physiology. Adv Physiol Educ 2011; 35: 393-5. [DOI:10.1152/advan.00011.2011]
2. Abraham R R, Upadhya S, Torke S, Ramnarayan K. Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students. Adv Physiol Educ 2004; 28: 102-4. [DOI:10.1152/advan.00001.2004]
3. Abraham R R, Vinod P, Kamath M G, Asha K, Ramnarayan K. Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum. Adv Physiol Educ 2008; 32: 35-7. [DOI:10.1152/advan.00063.2007]
4. Abram S R, Hodnett B L, Summers R L, Coleman T G, Hester R L. Quantitative Circulatory Physiology: an integrative mathematical model of human physiology for medical education. Advances in Physiology Education 2007; 31: 202-210. [DOI:10.1152/advan.00114.2006]
5. Adi A H, Alturkmani H J. Physiologically lucky: the role of medical physiology in modern medical education. Perspectives on medical education 2013; 2: 99-103. [DOI:10.1007/S40037-013-0044-5]
6. Alaagib N A, Musa O A, Saeed A M. Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Med Educ 2019; 19: 365. [DOI:10.1186/s12909-019-1799-0]
7. Anggraeni R D. Increasing lecturer competence as the quality assurance of lecturer performance. Management Studies 2014; 2: 309-329.
8. Augustine Egwu O, Dimkpa U, Ogbonnaya Orji J, Ogbannaya Njoku C, Ogbonnia Eni E, Besong E. Medical students - self-assessed confidence level before a major physiology examination: affective factors in a nigerian medical school. Acta Inform Med 2011; 19: 153-7. [DOI:10.5455/aim.2011.19.153-157]
9. Conway M A, Cohen G, Stanhope N. On the very long-term retention of knowledge acquired through formal education: Twelve years of cognitive psychology. Journal of Experimental Psychology: General 1991; 120: 395. [DOI:10.1037/0096-3445.120.4.395]
10. Custers E. Long-term retention of basic science knowledge: a review study. Adv Health Sci Educ Theory Pract 2010; 15: 109-128. [DOI:10.1007/s10459-008-9101-y]
11. Gade S, Chari S. Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students. Adv Physiol Educ 2013; 37: 356-60. [DOI:10.1152/advan.00076.2012]
12. González H L, Palencia A P, Umaña L A, Galindo L, Villafrade M L A. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. Advances in physiology education 2008; 32: 312-316. [DOI:10.1152/advan.00021.2007]
13. Gupta S, Gupta A K, Verma M, Kaur H, Kaur A, Singh K. The attitudes and perceptions of medical students towards basic science subjects during their clinical years: A cross-sectional survey. International Journal of Applied and Basic Medical Research 2014; 4: 16. [DOI:10.4103/2229-516X.125675]
14. Li A S, Berger K I, Schwartz D R, Slater W R, Goldfarb D S. Facilitating the transition from physiology to hospital wards through an interdisciplinary case study of septic shock. BMC medical education 2014; 14: 1-8. [DOI:10.1186/1472-6920-14-78]
15. Li Y-Y, Li K, Yao H, Xu X-J, Cai Q-L. Reform in teaching preclinical pathophysiology. Advances in physiology education 2015; 39: 254-258. [DOI:10.1152/advan.00165.2014]
16. Lumbantobing P A. The contribution of lecturer pedagogical competence, intellectual intelligence and self-efficacy of student learning motivation. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2020; 3: 564-573. [DOI:10.33258/birle.v3i1.852]
17. Pai K M, Rao K R, Punja D, Kamath A. The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students. Australas Med J 2014; 7: 448-53. [DOI:10.4066/AMJ.2014.2211]
18. Pangaro L. The role and value of the basic sciences in medical education: The perspective of clinical education-students’ progress from understanding to action. J Int Assoc Med Sci Educ 2010; 20: 307-13.
19. Rehan R, Ahmed K, Khan H, Rehman R. A way forward for teaching and learning of Physiology: Students’ perception of the effectiveness of teaching methodologies. Pakistan journal of medical sciences 2016; 32: 1468. [DOI:10.12669/pjms.326.10120]
20. Rezende-Filho F M, da Fonseca L J, Nunes-Souza V, Guedes Gda S, Rabelo L A. A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology. BMC Med Educ 2014; 14: 189. [DOI:10.1186/1472-6920-14-189]
21. Roy B, Goh N, Malik R H. Medical education system in Malaysia maintaining a gold standard - an extraordinary example from the Malaysian Society of Pharmacology and Physiology. Nepal J Epidemiol 2017; 7: 697-698. [DOI:10.3126/nje.v7i3.19008]
22. Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards early clinical exposure in learning endocrine physiology. BMC Medical Education 2007; 7: 30. [DOI:10.1186/1472-6920-7-30]
23. Stetzik L, Deeter A, Parker J, Yukech C. Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab. BMC medical education 2015; 15: 107. [DOI:10.1186/s12909-015-0390-6]
24. Tobin M J. Why physiology is critical to the practice of medicine: a 40-year personal perspective. Clinics in Chest Medicine 2019; 40: 243-257. [DOI:10.1016/j.ccm.2019.02.012]
25. Woods N N, Neville A J, Levinson A J, Howey E H, Oczkowski W J, Norman G R. The value of basic science in clinical diagnosis. Academic Medicine 2006; 81: S124-S127. [DOI:10.1097/00001888-200610001-00031]
26. Zaeemzadeh N, Mard S, Khosravi M, Lajmirnia M, Sedighi A. Pharmacological knowledge loss among medical students in Ahvaz Jundishapur University of Medical sciences. South East Asian J Med Educ 2016; 10: 60. [DOI:10.4038/seajme.v10i2.29]
27. Zaeemzadeh N, Taherpour S, Behzadian N, Mard S A. Evaluation of physiology knowledge loss in medical students of Ahvaz Jundishapur University of Medical Sciences. Adv Med Educ Pract 2019; 10: 157-162. [DOI:10.2147/AMEP.S189029]

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.