Clinical and basic science teachers’ opinions about the required depth of biomedical knowledge for medical students

Abstract

The aim of the present study was to investigate whether basic scientists and physicians agree on the required depth of biomedical knowledge of medical students at graduation. A selection of basic science and clinical teachers rated the relevance of biomedical topics for students at graduation, illustrated by 80 example items. The items were derived from ten organ systems and designed at four levels: clinical, organ, cellular and molecular. Respondents were asked to identify for each item to what extent recently graduated medical students should have knowledge about it. In addition, they were asked to indicate whether the content of the item should be included in the medical curriculum. Analysis showed that basic scientists and physicians do not diverge at the clinical level. At the organ, cellular and molecular levels however, basic scientists judge that medical students should have more active knowledge. As expected, basic scientists also indicate that more deep level content should be included. Explanations for this phenomenon will be discussed.

Additional information

Notes on contributors

Franciska Koens

FRANCISKA KOENS, PhD, was a PhD candidate at the UMC Utrecht School of Medical Sciences at the time of writing. Now, she is working as a Medical Education Researcher at the VU University Medical Center in Amsterdam.

Eugène J.F.M. Custers

EUGÈNE CUSTERS, PhD, is Assistant Professor of Medical Education at the Center of Research & Development of Education, UMC Utrecht School of Medical Sciences.

Olle T.J. Ten Cate

OLLE TEN CATE, PhD, is Professor of Medical Education and Director of the Center of Research & Development of Education, UMC Utrecht School of Medical Sciences.