How do Medical Students in Their Clinical Years Perceive Basic Sciences Courses at King Saud University?

Alam, Awatif

doi:10.5144/0256-4947.2011.58

Cited by 14 publications

(22 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recently, Pawlina and Drake () reported that the fundamental content of an anatomy course for medical students has not changed over the years but students are expected to learn it in a shorter time frame. In this regard, an average of 76% of third, fourth and fifth year students in Saudi Arabia identified anatomy as having too much content for the available course time and the author identified this factor as one that contributed to increasingly negative opinion of basic sciences like anatomy by such medical students (Alam, ). However, contrarily McBride and Drake () found the decrease in time had not impacted adversely on medical students' understanding and retention of fundamental anatomical concepts.…”

Section: Discussionmentioning

confidence: 99%

Gross anatomy education for South African undergraduate physiotherapy students

Shead

Roos

Olivier

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

Eight faculties in South Africa offer undergraduate physiotherapy training with gross anatomy included as a basis for clinical practice. Little information exists about anatomy education for this student body. A 42-question peer-reviewed survey was distributed to physiotherapy gross anatomy course coordinators in all the eight faculties. Seven coordinators from six (75%) of the universities responded. Two respondents' data from the same university were pooled. Collected data show that staff qualifications and experience varied widely and high to average staff to student ratios exist between faculties. Direct anatomy teaching duration was 12.3 (SD ±5.2) weeks per semester. Total number of weeks in courses per faculty was 27.6 (SD ±5.7) varying widely between institutions. Calculable direct contact anatomy hours ranged between 100 and 308 with a mean of 207.6 (SD ±78.1). Direct contact hours in lectures averaged 3.9 (SD ±1.6) per week and the average direct contact hours in practical sessions were 3.5 (SD ±1.8) per week. Dissection, prosection, plastinated models, surface anatomy, and e-learning were available across faculties. Ancillary modalities such as vertical integration and inter-professional learning were in use. All faculties had multiple-choice questions, spot tests, and short examination questions. Half had viva-voce examinations and one had additional long questions assessment. Students evaluated teaching performance in five faculties. Four faculties were reviewing anatomy programs to consider implementing changes to anatomy curriculum or pedagogy. The findings highlighted disparity between programs and also identified the need for specific guidelines to develop a unified South African gross anatomy course for physiotherapy students.

show abstract

Section: Discussionmentioning

confidence: 99%

Gross anatomy education for South African undergraduate physiotherapy students

Shead

Roos

Olivier

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…It has been observed that basic science knowledge learned in a clinical context is better comprehended and more easily applied by the students. The previous studies done in a medical school of Nepal and India have found overall positive opinion towards the basic sciences among medical students [5,6].…”

Section: Introductionmentioning

confidence: 86%

“…Many undergraduate students inform unofficially that their memory of basic medical science courses is lower than expected, and that the content of these courses does not seem relevant to their clinical work or subsequent studies [4]. Moreover, students become increasingly passive in their views on basic science courses as they progress through medical education [5].…”

Section: Introductionmentioning

confidence: 99%

Perception and Significance of Basic Sciences for Clinical Studies

NuggedAlla

2018

International Journal of Human Anatomy

View full text Add to dashboard Cite

Background: Faculty of Medicine and Health sciences at University of Kassala, Sudan was established 1990. It adopts the traditional curricula, which implemented in preclinical (basic sciences) and clinical phases. This study was held to explore students' perception and attitudes towards the basic sciences. Methods: A descriptive cross-sectional study was conducted during April- August 2017 among 251 medical students. Self-administered questionnaire was used to collect data. It was collected and analyzed using SPSS 16.0. Results: A total of 251 of participants in different phases of education in faculty of medicine and health sciences were included in the study; preclinical 116 (46.2%), 113 clinical (45.0%), and 22 (8.8%) were in internship. 95 (37.8 %) were males and 156 (62.2%) were females. The study revealed that physiology was the most preferable subject. Students' satisfaction to syllabus for anatomy, physiology and biochemistry was 61.4%, 43%, and 28.7% respectively. However, 46.6% of students spent a long time to understand biochemistry and 33.1% considered it as overloaded syllabus. Participants showed poor ability to link between theoretical and practical work in case of biochemistry (26.7%), where as anatomy and physiology were represented by 76.9% and 42.2% respectively. Less than half of students were able to integrate the subjects of basic sciences and basic with clinical sciences. Conclusion: In this study, the students determined the difficulties of recalling of information, poor integration between basic and clinical sciences and even integration within the subject. Development of integrated curriculum is necessary to improve the quality of education.

show abstract

“…This notion is supported by two studies carried out in KSA, where students were not able to recall information from almost all of the basic sciences courses. These findings were attributed to volume overload, lack of opportunity to apply the knowledge, and to teaching methods (1,9). Such a phenomenon is not unique to our students in KSA.…”

Section: Discussionmentioning

confidence: 92%

“…Thirty-five of the participants Table 1. Ten validated multiple-choice questions covering most systems in physiology 1. The process whereby neutrophils and other white blood cells are attracted to an inflammatory site is called:…”

Section: Resultsmentioning

confidence: 99%

Recall of physiology knowledge among medical interns: an exploratory study in Riyadh, Saudi Arabia

AlMohanna

Suliman

AlEssa

et al. 2018

Advances in Physiology Education

View full text Add to dashboard Cite

The aim of the study was to explore the factors associated with the recall of basic medical physiology knowledge among medical interns and to determine the level of retained basic science knowledge. Two hundred and four interns, 114 women and 90 men, working in two major tertiary medical care centers, King Fahad Medical City (KFMC; 29 students) and King Khalid University Hospital (KKUH; 117 students), in Riyadh city, participated in the study. An anonymous knowledge test with 10 validated multiple-choice questions was developed specifically for this purpose. One hundred and forty-six interns (117 working at KKUH and 29 at KFMC) had graduated from medical schools adopting a conventional instructional system, whereas 58 (3 from KKUH and 55 from KFMC had graduated from schools adopting an integrated system (hybrid problem-based learning). Fifty-two students (26%) gained a score ≥60%, whereas 152 students (74%) obtained <60% of the score. Higher scores were associated with younger age ( P < 0.01), traditional curriculum ( P < 0.001), interns from KKUH ( P < 0.001), and candidates for postgraduate studies ( P < 0.02). There was no significant association between recall of physiology knowledge and all other variables studied, including sex. Multivariate analyses show that age and traditional curriculum are the only significant predictors of knowledge retention. Almost three-fourths of the interns scored <60%, and higher scores were significantly associated with younger interns, traditional curriculum, working in KKUH, and interns preparing for graduate studies. However, the difference between the two curricula disappears when the influence of hospital training is considered.

show abstract

How do Medical Students in Their Clinical Years Perceive Basic Sciences Courses at King Saud University?

Abstract: Current attitudes of medical students towards their basic science courses indicate a need to reform the curricula so as to maximize the benefit of these courses.

Cited by 14 publications

References 10 publications

Gross anatomy education for South African undergraduate physiotherapy students

Gross anatomy education for South African undergraduate physiotherapy students

Perception and Significance of Basic Sciences for Clinical Studies

Recall of physiology knowledge among medical interns: an exploratory study in Riyadh, Saudi Arabia

Contact Info

Product

Resources

About