The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy. Second-year medical students were interviewed with a focus on their approach to learning and their way of organizing their studies in anatomy. Phenomenographic analysis of the interviews was performed in 2007 to explore the complex field of learning anatomy. Subjects were found to hold conceptions of a dual notion of the field of anatomy and the interplay between details and wholes permeated their ways of studying with an obvious endeavor of understanding anatomy in terms of connectedness and meaning. The students' ways of approaching the learning task was characterized by three categories of description; the subjects experienced their anatomy studies as memorizing, contextualizing or experiencing. The study reveals aspects of learning anatomy indicating a deficit in meaningfulness. Variation in approach to learning and contextualization of anatomy are suggested as key-elements in how the students arrive at understanding. This should be acknowledged through careful variation of the integration of anatomy in future design of medical curricula.

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Objectives: The purpose of this study is to explore the relation between basic science knowledge and the ability to understand and make use of basic science in explaining a clinical scenario in the final year of medical school. Methods: A sample of senior medical students was reassessed using the same test they had taken 3 years earlier. This was followed by an in-depth interview on one of the topics taken from the test. Their respective level of knowledge was compared with their performance in the interview. The test was analysed according to the revised Bloom's Taxonomy, and the interviews carried out according to the phenomenographic approach.Results: Performance was around 60% (n=19) of the original performance, with no significant correlation between original test and re-test (r = 0.258, p = 0.29) and large interpersonal variation. A high performance in the original test did not predict a good performance; rather, the reverse seemed probable. None of the students who achieved high grades in the original test displayed a stable long term understanding that was measured in the interview. The test comprised questions of a generally low taxonomical level, but could not explain the mismatch between test-result and level of understanding. Conclusions:Findings suggest substantial loss of basic science knowledge during medical training. Attention should be directed to designing examinations that are purposeful, when it comes to what kind of knowledge is desirable in medical graduates as well as how that knowledge should be acquired. Further larger-scale research is needed to corroborate these findings.

Introduction: Helping students learn to apply their newly learned basic science knowledge to clinical situations is a long-standing challenge for medical educators. This study aims to describe how medical students' knowledge of the basic sciences is construed toward the end of their medical curriculum, focusing on how senior medical students explain the physiology of a given scenario. Methods A group of final-year medical students from two universities was investigated. Interviews were performed and phenomenographic analysis was used to interpret students' understanding of the physiology underlying the onset of fatigue in an individual on an exercise bicycle. Results: Three categories of description depict the qualitatively different ways the students conceptualized fatigue. A first category depicts well integrated physiological and bio-chemical knowledge characterized by equilibrium and causality. The second category contains conceptions of finite amount of substrate and juxtaposition of physiological concepts that are not fully integrated. The third category exhibits a fragmented understanding of disparate sections of knowledge without integration of basic science and clinical knowledge. Discussion: Distinctive conceptions of fatigue based with varying completeness of students' understanding characterized the three identified categories. The students' conceptions of fatigue were based on varying understanding of how organ systems relate and of the thresholds that determine physiological processes. Medical instruction should focus on making governing steps in biological processes clear and providing opportunity for causal explanations of clinical scenarios containing bio-chemical as well as clinical knowledge. This augments earlier findings by adding descriptions in terms of the subject matter studied about how basic science is applied by students in clinical settings.

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